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• W643842238 abstract "Historical simulations are often criticized for being superficial, reinforcing negative stereotypes, and skewing students' view of Simulation critics argue if inexperienced teachers implement simulations, they may adversely influence students' psychological development, especially if students take roles as perpetrators or victims. Additionally, critics assert simulations can focus on the horrors rather than the accomplishments of the group under study, and deflect attention from current oppressions. These critiques come from various groups who are concerned with simulations related to issues of oppression, racism, or genocide. Despite these criticisms of classroom simulations, many teachers continue to use and embrace them to simulate different historical events. This article focuses on the espoused purposes of 1 eighth-grade teacher whose practice and views stand in contrast to the critics' assertions about historical simulations. We discovered he reported 4 different purposes for using simulations: to hook students into the unit of study, to provide them with a foundation of historical knowledge, to assist them in learning diverse historical perspectives, and to connect the past to the present. We argue he is a case of a teacher using simulations as a means, not an end, for meeting the many goals he has for his students as they learn history.Simulations oversimplify history. lead to superficial learning and students' skewed views of history. reinforce negative stereotypes. These are the oftremarked criticisms about the use of historical simulations in social studies classrooms. These critiques come from various groups who are concerned with simulations related to issues of oppression, racism, and/or genocide (e.g., Anti-Defamation League, 2006; United States Holocaust Memorial Museum, n.d.). Simulation critics also argue if inexperienced teachers implement simulations, they may adversely influence students' psychological development, especially if students take roles as perpetrators or victims. Additionally, critics assert simulations can focus on the horrors rather than the accomplishments of the group under study, and deflect attention from current oppressions (Drake, 2008; Schweber, 2004; Totten, 2000). Despite these criticisms of classroom simulations, many teachers continue to use them to simulate different historical events (not just simulations dealing with oppression or racism).Simulations are not the only social studies teaching tool that has been scrutinized. Textbooks, once the bane of social studies classrooms, have become more widely accepted if used in educative ways such as having students question authority (Bain, 2006) or analyze a text from a historiographical position (DeRose, 2006). Lecture, a widely criticized teaching approach, has gained wider acceptance when used by ambitious teachers (Grant, 2003) who are effectively visible (Wineburg & Wilson, 1991) in the classroom. Secondary sources took a back seat when primary sources became the rage (Barton, 2005), and digital technologies received mixed reviews about their ability to assist student learning (Diem & Berson, 2010).Like simulations, all these pedagogical tools are simply that-tools of the craft: the more deft the craftsperson, the more masterful the outcome. Thus, with a talented teacher, the use of simulations can foster students' historical thinking and appreciation of the past. Barton and Levstik (2004) suggest simulations are a good teaching method if used not as an end, but as a pedagogical tool to encourage student learning about Simulations can also assist middle grades teachers in providing active, purposeful learning experiences for their students as outlined by the National Middle School Association (2010), now known as the Association for Middle Level Education, in its This We Believe: Keys to Educating Young Adolescents 2010 document.REVIEW OF SOCIAL STUDIES SIMULATION LITERATUREClegg (1991) defined a simulation as a real phenomenon model usually involving decision making or conflict resolution, which teaches students the principles related to the situation under study. …" @default.
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• W643842238 date "2013-12-01" @default.
• W643842238 modified "2023-09-23" @default.
• W643842238 title "A Means to an End: A Middle Level Teacher's Purposes for Using Historical Simulations." @default.
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