Simulation Activities
This page describes the technique and the uses of the simulation model and then lists all the activities that are based on this simulation model.
Simulation or Role Play?
How does a simulation differ from a role-play? My pragmatic distinction is that a role-play involves students in decision-making while place din historical situations simulations lack that decision-taking element. Simulations tend to be directed entirely by the teacher acting as narrator with students acting out parts and answering questions but not being faced by a series of options and making choices. Take the two 1066 activities on the site – Ian Luff’s Hastings simulation describes the battle with students taking the parts of the soldiers whereas the What happened in 1066? role-play asks students in role as Harold, William etc to take a series of decisions at key moments. That said, this isn’t a PhD thesis on types of learning activity. It’s simply a pragmatic distinction to help identify the types of activity you can use.
Detail and Complexity
The level of detail and complexity of simulations obviously differs hugely. Equipping a Roman soldier uses one student but lots of props whereas Why did the Armada fail? can involve a whole class in activity.
The Benefits of Simulation
The benefits of simulation are the same as those of role-play so if you’ve read that section, stop reading here! But, if not, here’s a summary:
- they are an effective introduction to people, names, places and a sequence of events
- they develop students’ understanding of the motives and attitudes of people in the past
- they can bring out clearly why sources might have gaps or be subjective and why interpretations differ
- they help students develop an understanding of the complexity of past situations, a much greater complexity because they are, for a lesson, taking part in the historical event.
- they stimulate effective reading, especially at A level and above
- they help students to care about the people in the past because they identify with parts they and their friends have played.
- they require a lot more concentration than standard lessons – any moment you might be put on the spot to comment or respond to a question!
All Levels and Ages
And they work at all levels, up to and including undergraduate level and can be adapted to accommodate a wide variety of demands and levels of detail. One final practical point – note-taking, particularly at A level. If you have sufficient students pairing them up, one participant and one as note-taker on behalf of the pair is a useful way of ensuring everyone has a set of notes to take away. If necessary, provide note-takers with structured guidelines for the notes.
Activities
Act out Egyptian ideas by turning your students into human anatomy |
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The simplest possible demonstration of the theory |
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Load a legionary with his equipment and change pupils' thinking about the lives of Roman soldiers |
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Rebellions, castle-building, changes in land ownership, Danish invasions, the Harrying of the North and William getting angry in French – c’est magnifique |
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The Battle of Hastings: Decisions on the Spur of the Moment? (Groan) |
Recreate the battle and help your students understand why the Normans won |
You play the part of Henry VII and your students are the nobles - how will they feel about bonds? |
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Tell the story of the Armada by turning your pupils into ships and develop their understanding of causation and interpretations |
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Report the big news of 1559; simulate the work of Pare and Vesalius as they struggle to save Henri II; identify key aspects of Renaissance Medicine |
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Use a tin of tomatoes to help students understand Harvey's discovery |
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Recreate the journey times before and after turnpikes and revolutionise understanding |
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Why was 18th century smuggling so profitable, and so accepted? |
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Explore the difficulties Lister must have had in using the carbolic spray and perhaps discover why he faced so much opposition. Activity by Ian Luff. |
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This activity explains simply, but powerfully, why Salvarsan was effective, but risky. Activity by Ian Luff |
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Walk your students through the map of Europe and make your decisions - then discover the grim reality |
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Arm wrestle your way to understanding the German army’s reaction to defeat |
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Can your students buy a bar of chocolate before their money runs out? |
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How did Hitler's forces reach the Channel? What was special about their tactics and what did the Allied defences get wrong? |
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Simulate the rival qualities of Spitfires and Messerschmitts and give your students more fire power in their explanations |
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Recreate the tensions of the search for Viet Cong to help students understand why the US army couldn’t win |
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A gloriously simple way to make your students’ understanding far more sophisticated |
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Your chance to fiddle the votes and improve your students’ understanding |
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