Letting Students Control Their Own Learning: Using Games, Role-Plays, and Simulations in Middle School U.S. History Classrooms

Primary sources, simulations and peanut butter and jelly

“…One person says the ball was “in”…the other says it was “out.” A classic example of two people seeing the same thing (primary source) but coming to two very different conclusions. We conclude with a couple of questions for students to think on, which are as follows: “What role do people have in interpreting the primary source?” And “If primary sources have flaws, what are the flaws we as primary viewers have?” Students leave with these questions in mind and are eager to dive back into conversation the next day, mirroring what Worthington (2018) found in simulations leading not only to greater understanding of history but also a “greater appreciation of historical issues” (p. 139).…”

“…The engagement, participation and motivation we see from students during this simulation corresponds directly with what the literature states in regards to simulations bringing history to life for students (Balogun and Yusuf, 2019; Dicamillo and Gradwell, 2013; Parker et al ., 2017; Schweber, 2003; Worthington, 2018; Wright-Maley, 2015). Perhaps one of the biggest takeaways from this simulation is students learning that it is not sufficient to be passive receivers of knowledge when examining primary and secondary sources, but rather they must learn to think historically and actively inquire about the historical source they are working with.…”

“…“Simulations present a public stage on which curriculum, instruction and learning can occur under conditions of dramatic artifice” (Parker et al ., 2018, p. 256). By utilizing these simulations in the social studies classroom, history can come alive and bring relevance for students (Balogun and Yusuf, 2019; Dicamillo and Gradwell, 2013; Parker et al ., 2018; Schweber, 2003; Worthington, 2018).…”

“…Simulations provide the “come alive” factor that students may need in order to connect to historical events that seemingly have no connection to their current lives. This type of inquiry-based activity also gives students more control over their learning, fostering the ability to think critically (Worthington, 2018). Students become active participants within simulations and as such are placed in situations where decisions have to be made and information synthesized, leading to further development in critical thinking (Worthington, 2018).…”

Examining How Semantics Influences Communication in the Classroom

“…The results emphasize how important it is for teachers to recognize and take into account the varied cultural backgrounds of their pupils to avoid misconceptions and provide an inclusive learning environment (Ting-Toomey & Dorjee, 2018). Teachers may close the gap between theoretical semantic concepts and practical application by using participatory learning strategies including discussions, role-plays, and real-world examples (Kinyaduka, 2017;Worthington, 2018;Dracup, 2012). This will improve students' understanding and communication abilities.…”