Teaching historical simulations were all the rage when I began my career. Now? I simulate with extreme caution. Also, unrelated, I paddleboarded this week.
I stay away from simulations, too. Sometimes I will take a pre-made one from the Zinn Ed Project, but I always adapt them to remove any re-enactment elements. I usually do a sort of hybrid jigsaw where the students analyze the different groups or individuals and make posters about them.
I'm glad that I am not the only one feeling this way!
I feel like anything from Zinn is going to be good! I still do simulations for economics concepts, but that's about it.
Choices (curriculum from Brown University) used to have a simulation about the Haitian Revolution wherein one group argued Napoleon's position of wanting to re-create slavery in Haiti, but they've re-written it to a jigsaw/analysis like you mentioned.
I went to two conferences hosted by the USHMM and both times they were adamant that simulations did more harm than good. Then I thought back to my student teaching experience in US history. The curriculum was VERY experience heavy and I had to teach a lesson about WWI and trench warfare by having the students make "trenches" with their desks and sit in the "trenches" while I read an excerpt from All Quiet on the Western Front. It was...dumb. And ineffective. And I'm pretty sure the kids didn't learn a thing. I have refused to use simulation methods for over 15 years as a result.
I've heard of some crazy simulations in education, especially around the topic of slavery. I have a hard time understanding how a teacher could find this type of traumatic experience useful. Like, during a team planning meeting don't you think someone might push back? Crazy!
Yeah, I've seen a couple of cringe worthy slavery ones (simulating the Middle Passage by sitting under a desk with the lights off - yikes!). Twenty years ago simulations were all the rage and I've really only seen push back the last 5 or so years. I makes me wonder what I'm doing now that I'll regret later.
In a simulation, students take on the persona of historical figures and (sort of) act out what they would have said/done in a specific historical moment - so they would say things like "As George Washington, I believe..."
Isn’t it odd when the books you don’t love stick? I like your reasons for not loving it — and feel the trend of overly didactic tales for our youth have really had an effect on good stories being told that also serve as lessons. If that makes sense. But also kind of crazy that the impact of the book for you personally changed your whole teaching method!
Anyway, it really did rain a lot recently! I can vouch! But now?! Perfect weather!!!
I heard the author of The Assignment speak at a local Holocaust Memorial teachers group. I love hearing authors speak, but the subject matter was... depressing. Sorry to hear that teaching it didn't go so well.
And aiming for all the lakes is such a cool goal. I hope you can knock out as many as you can this summer!
I'm tellin' ya: The People vs. Columbus et al (from Zinn) is legit and kids always love it. It's usually the most amped up my students get, slinging accusations and logical, evidence-based arguments across the room at each other and totally missing the system of empire and proving the point of the lesson. Always open to critiques of anything I do, but it's been a slam dunk since the first time I taught it in 2015.
I stay away from simulations, too. Sometimes I will take a pre-made one from the Zinn Ed Project, but I always adapt them to remove any re-enactment elements. I usually do a sort of hybrid jigsaw where the students analyze the different groups or individuals and make posters about them.
I'm glad that I am not the only one feeling this way!
I feel like anything from Zinn is going to be good! I still do simulations for economics concepts, but that's about it.
Choices (curriculum from Brown University) used to have a simulation about the Haitian Revolution wherein one group argued Napoleon's position of wanting to re-create slavery in Haiti, but they've re-written it to a jigsaw/analysis like you mentioned.
I went to two conferences hosted by the USHMM and both times they were adamant that simulations did more harm than good. Then I thought back to my student teaching experience in US history. The curriculum was VERY experience heavy and I had to teach a lesson about WWI and trench warfare by having the students make "trenches" with their desks and sit in the "trenches" while I read an excerpt from All Quiet on the Western Front. It was...dumb. And ineffective. And I'm pretty sure the kids didn't learn a thing. I have refused to use simulation methods for over 15 years as a result.
I once saw someone simulating the Middle Passage by having students...get under their desks. Yikes.
🤦🏼♀️
I've heard of some crazy simulations in education, especially around the topic of slavery. I have a hard time understanding how a teacher could find this type of traumatic experience useful. Like, during a team planning meeting don't you think someone might push back? Crazy!
Yeah, I've seen a couple of cringe worthy slavery ones (simulating the Middle Passage by sitting under a desk with the lights off - yikes!). Twenty years ago simulations were all the rage and I've really only seen push back the last 5 or so years. I makes me wonder what I'm doing now that I'll regret later.
Interesting review of The Assignment. What's the difference between a classroom simulation and a debate? Costumes? Thx.
I hate that I didn't love THE ASSIGNMENT.
In a simulation, students take on the persona of historical figures and (sort of) act out what they would have said/done in a specific historical moment - so they would say things like "As George Washington, I believe..."
Ah. Hmmm. Interesting. The debate sounds safer. I guess the simulation is fun depending on the topic.
I always find paddleboarding to be the most relaxing. Good luck with your quest!
Yay for paddleboarding! Super relaxing :)
Isn’t it odd when the books you don’t love stick? I like your reasons for not loving it — and feel the trend of overly didactic tales for our youth have really had an effect on good stories being told that also serve as lessons. If that makes sense. But also kind of crazy that the impact of the book for you personally changed your whole teaching method!
Anyway, it really did rain a lot recently! I can vouch! But now?! Perfect weather!!!
Perfect weather!
I think this book stuck so much because of my teacher feelings. I wish I liked it better!
I heard the author of The Assignment speak at a local Holocaust Memorial teachers group. I love hearing authors speak, but the subject matter was... depressing. Sorry to hear that teaching it didn't go so well.
And aiming for all the lakes is such a cool goal. I hope you can knock out as many as you can this summer!
Oh, interesting! I would love to hear her speak (well, not now because I'd just feel guilty of the negative review I left in regards to her book).
I'm tellin' ya: The People vs. Columbus et al (from Zinn) is legit and kids always love it. It's usually the most amped up my students get, slinging accusations and logical, evidence-based arguments across the room at each other and totally missing the system of empire and proving the point of the lesson. Always open to critiques of anything I do, but it's been a slam dunk since the first time I taught it in 2015.
I agree that discussions are much safer! Splitting up the background research is a great way to get the students involved as well.