Making History Come Alive: A Case for Simulations in Social Studies Classrooms

• In Event: Teacher Research Group: A Third Space for Constructing a Counternarrative and Encouraging Teacher Action

Abstract

Current research on the advantages of simulations as a curricular strategy is underdeveloped. Some educators have turned to simulations to prepare students for college, career and citizenship through active learning and role playing exercises. This study follows one social studies educator’s use of simulations over a three and a half year period to promote key content, critical thinking skills, and reflective practices among students. Findings suggest significant gains in content knowledge and investment, despite increasing limitations from external factors and the diverting of resources to more heavily tested content areas. Simulations are often under-utilized curricular strategies that meet the demands of modern education and prepare students to not only survive in a complex world after high school, but to thrive in it.

Thomas W. Ng, M.S.Ed. is a social studies teacher at Uncommon Charter High School in Brooklyn NY.
 

Author

• Thomas Ng, Uncommon Charter High School