About the Strategy

A simulation, for our purposes, means any learning activity that requires students to assume a different identity or, in other words, step into another person's shoes. These activities are meant to replicate (to varying degrees) real-life situations and/or time periods. They may come in the form of interactive computer games or programs, acting- or drama-based exercises, judicial mock courts or trials, or model governmental assemblies.

The benefit of using simulations is that students become more engaged in history -- simulations are fun! And because students are more engaged with historical content, their retention of the information improves. In fact, students are often inspired to continue doing more research after the simulation activity is over because they want to know even more.

Some helpful tips to keep in mind when preparing for and doing simulations:

• Any topic can be explored through a simulation. However, teachers must first clarify the purpose of the activity and detail the specific skills and content knowledge students will gain through the simulation. The teacher should also share these outcome goals with students. Doing this important work first will help everyone keep the simulation activity focused and ensure that the desired outcomes are met.
• Students must be adequately prepared -- both emotionally and academically -- to participate in a simulation. First, they need to have sufficient background knowledge and access to appropriate materials that will allow them to comfortably step into the relevant historical period. The students also need to have a socially safe classroom environment where they can take intellectual risks and participate in role-play without fear of being embarrassed in front of their peers.
• Since information can be misinterpreted during the course of a simulation, teachers should raise any issues about a simulation's limitations and inaccuracies during the simulation debrief. Raising these issues before or during the simulation will likely lessen the activity's impact. However, ignoring misinformation would be irresponsible. The debrief period is the perfect time for students to explore these issues, particularly because debrief inquiries typically call on students to bring to the table higher order thinking skills such as questioning and analyzing.