History Simulations: Critical Thinking and Multiple Perspectives from Other Cultures
WWII Yalta Conference History Simulation
Students assume the roles of Churchill, Roosevelt, and Stalin as they negotiate for positions of priority for their country at the end of World War Two and the start of the Cold War. This is an in-class activity of approximately two hours.
<Summary of Yalta In-Class History Simulation> Overview of in-class learning activity, learning objectives, and materials needed.
<Instructor Packet to Prepare Students for the Simulation> Simulation procedures and PP to guide students before and during the simulation, and historical background document that provides information about all the potential bargaining positions that students will advocate during the simulation.
<Student Packet for Use during the Simulation> Bargaining goals for each country, and agreement scorecard for goals accepted by each of the three countries.
<Instructor Packet for Use during the Debrief after the Simulation> Bargaining goals of the countries to all participants, handout of maps of Europe after WWII, list of actual decisions made, and a student reflection form.
Screenwriting History Online: Yalta Conference
Individual students work online to write the conversation world leaders might have with each other on controversial issues. This is an alternative activity to the Yalta F-2-F Conference in-class activity described above. This is a creative writing activity.
<Summary of Yalta Screenwriting Simulation> Overview of online learning activity, learning objectives, and materials needed.
<Instructor Procedures for the Yalta Conference Screenwriting> Procedures by the instructor for the screenwriting activity. This includes a PowerPoint overview, historical background, and negotiations goals of the three countries.
<(Video) Screenwriting Overview> Sample video of how students prepared for the online activity.
<Materials Used by the Students During the Online Activity> Each student individually completes this online activity. I start them with writing a speech for only one person speaking to the other two. This packet includes specific instructions for each days of the activity along with the writing prompts.
<Student Reflection Form> This is a very simple reflection form students complete after the activity.
India Conference: Buddhists, Hindus, and Muslims: Face-to-face simulation
Students assume the roles of leaders for one of the three religious groups as they negotiate for the interests of their groups. The time frame is in the 1940s before the breakup of India and internal strife as a result. Only three groups were selected.
<Summary of India In-Class History Simulation> Overview, learning objectives, and needed materials.
<Instructor Procedures for the India Conference History Simulation> Procedures and PP for the history simulation, background reading, India map, and other documents.
<Student materials for the simulation activity> Name cards, goals for each cultural/religious group, a record of agreements, blank map for new India, and optional worksheet for deeper dive into the topic.
<Debrief materials by the instructor following the simulation> The instructor compares the results of the student groups with the reality of what actually happened afterward. The map displays the new countries that were formed. The reflection form allows students to share lessons learned.
Screenwriting History Online: India Conference
Individual students work online to write the conversation between two leaders might have with each other on controversial issues in the mid-1940s before the destructive partition of India and a loss of nearly one million lives. This is an alternative to the India F-2-F Conference in-class activity described above. This is a creative writing activity.
<Summary of India Online Learning Activity> This document provides a brief overview, learning objectives, and materials needed for this online history simulation.
<(Video) Screenwriting Overview> Brief overview of the Screenwriting History to prepare students for the activity.
<Instructor Procedures for the India Conference Screenwriting> Instructor procedures and PP presentation, student instructions, and background reading.
<Student materials for online simulation activities> Individual students construct a dialogue of what two of the leaders might say to each other. This build upon the Yalta simulation where they only created a speech towards the other two leaders. Writing prompts and sample dialogue by others.
<Debrief materials of the online simulation> A very simple reflection form students complete after the activity.
Middle East Conference: Jews, PALESTINIAN Arabs, and United Nations: face-to-face simulation
Students assume roles as leaders of one of the groups as they negotiate in the mid-1940s before the creation of Israel and the conflict that erupted following that event. The UN is included since they have their own agenda.
<Summary of Middle East History Simulation> Overview, learning objectives, and materials needed for this simulation.
<Instructor procedures for the Middle East Conference History Simulation> Instructor procedures and PP presentation, simulation historical background, and negotiation objectives for each group.
<Student Simulation Activities> Record of agreements made, map of new borders, and optional worksheet to dive deeper into the conflict, and other materials.
<Debrief of the history simulation> Instructor distributes maps and other items to help debrief the activity. Students complete a simple form to reflect lessons learned and suggestions to improve.
Screenwriting history online: Middle East Conference
Individual students work online to write the conversation world leaders might have with each other on controversial issues. This is an alternative activity to the Middle East Conference in-class activity described above.This is a creative writing activity.
<Summary of the Middle East History Simulation> Overview, learning objectives, and needed materials for this online activity.
<(Video) Video overview to students of the simulation activity> This is a short video overview of the simulation activity.
<General student instructions for screenwriting activity> Student directions, writing prompts, and samples from other students.
<Detailed instructions for the student screenwriting activity> This document provides detailed information for students to create dialogue of the world leaders.
<Student reflection form> In addition to reflecting this activity, it also invites the student to apply to the present-day events in the Middle East.
Gandhi Principles for Contemporary Protest Event: ONLINE simulation
Students work in teams on a protest issue of importance to them using the principles that Gandhi and his followers used to protest the British occupation of India.
<(Video) Short overview of the online learning activity for students.>
<Gandhi Application Activity Summary> Overview of learning activity, learning objectives, and the individual activities.
<Teacher packet to prepare students for the learning activity> Procedures, PP overview presentation, and documents for students to read before activity.
<(Video) Short Overview of this Learning Activity> Viewed by students
<Student packet for activities> Packet contains worksheets and instructions.
<A Force More Powerful Film Series: "India-Defying the (British) Crown"> Previously, we viewed the 30-min film and had frequent interactions. Students build their list of protest activities and reasons for them.
<Simple Student Reflection Form> This form is completed online by the students a day after the learning activity.
Rwanda U.N. Commission for Reconstruction: online simulation
Students work in teams to plan for the reconstruction of Rwanda after the genocide. This follows a unit on contemporary Africa and special attention to Rwanda and the causes of the genocide. Students have several readings on government actions to rebuild the country.
<Summary of the Rwanda U.N. Reconstruction Activity> Overview of the learning activity, learning objectives, and needed materials.
<(Vdeo) Short overview of the learning task for the students>
<Instructor Preparation for Rwanda Activity> Instructor procedures, background readings, PP overview, and other materials.
<Student Packet for the Rwanda U.N. Task Force> Student procedures and worksheets for the learning task..
<Rwanda Student Reflection Form> Identity what they learned and make application of lesson learned for cultural and racial tension in the U.S.
Genocide Investigative Report: online simulation
Students assume the role of a field investigator for the International Criminal Court. Students have a choice among seven contemporary genocides to study materials and complete a small group investigative report.
<Summary of the Genocide Investigative Report> Overview to the activity, learning outcomes, and necessary items for the students.
<(Video) Short overview for students of the learning activity>
<Instructor Procedures and materials to introduce the Genocide Investigation> Instructor instructions, Powerpoint overview presentations, explain the ten stages of genocide, and other materials to prepare students for the learning activity.
<Instructions and materials for students> Specific instructions, readings, and worksheets.
<Student Reflection Form> This very simple form allows students to reflect on their learning experience with this genocide activity.
Poland Protest Against the Government for Free Trade Unions (early draft activity)
Students work in small groups and learn how Gandhi's protest principles were used by the Polish workers to advocate for free trade unions and eventually free elections. This simulation needs much more work, but here is the draft version.
<A Force More Powerful Film Series: "Poland-We've Caught God by the Arm"> During a previous class period, we watch the 30-min film and have frequent interactions. Students build their list of protest activities and reasons for them. This publisher's website provides extensive information.
<Draft Procedures and Worksheets for Learning Activity> This is a draft version of the learning activity. It is meant to be similar to the Gandhi India protest activity. It is provided as-is until I can go back and revise it.
Compare and Contrast Protests in India, Poland, and China (early draft activity)
This is an optional follow-up activity if protest activities in India and Poland are explored in class. This is not a simulation but rather a way to compare and contrast them with each other.
<Worksheet for Small Groups to Compare and Contrast Protest Movements> A small group of students would work together to make sense of why some protest movements succeed and others do not. This is best completed as an online Google document. An hour or less would be sufficient for this activity.
Key words: Postsecondary, College, Tertiary, High School, History Simulations, World History Simulator, World: History Simulator, Screenwriting History, Role-playing, Lesson Plans, Global History, World History, WWII, India Conflict, Middle East Conflict, Gandhi Nonviolent Protest, Reconstructing Rwanda, Genocide Field Investigator, Social Studies, Gaming, Free History Curriculum, Social Studies, Home School Curriculum, Advanced Placement, David Arendale