Sample+Simulations+&+Role-Plays


 * COLD WAR UNIT – GRADE 10 U.S. HISTORY **

Before the collapse of the Soviet Union, world politics were dominated by the tensions between superpowers. Many of the issues facing the world today grew out of those Cold War policies. Help your students understand the events that guided those policies. As leader of one of two fictitious world superpowers, your students must make decisions about how to keep a balance of power. With the history of the Cold War as their guide, students manage alliances, weigh détente vs. deterrence, and struggle to avoid mutual catastrophe.


 * ANCIENT CIVILIZATIONS UNIT – GRADE 9 WORLD GEOGRAPHY & HISTORY **

Students role-play the leader of a city-state and must struggle with the dilemmas of an ancient culture being overrun by an expanding empire. As they grapple with how to handle this encroaching empire, the experiences of many ancient civilizations should be introduced to your students. Students must also consider the impact of geography on culture.


 * BUILDING A NATION UNIT – GRADE 8 U.S. HISTORY **

The decline of European imperialism in the 20th century welcomed scores of new nations into the world, and regime changes in the 21st century have reopened the challenges of nation-building. Have your students role-play a leader of a newly independent country faced with many difficult issues. Think of ways to have your students simulate issues related to government, economics, and society in your nation.


 * CONSTITUTION UNIT – GRADE 8 U.S. HISTORY **

Your students should study the dilemmas, compromises, and struggles of writing the U.S. Constitution. Students will role play living in a fictional confederation that is plagued with many of the same problems America faced in the 1780s - huge debts, border threats, a currency crisis, and a weak national government. Students need to weigh the pros and cons of the Articles of Confederation. They should also come to understand the importance of the separation and balance of power.


 * COLONIZATION UNIT – GRADE 8 U.S. HISTORY **

It's the future, and the world is facing an energy crisis. A private company has asked the president for funds to establish a colony in space, where it believes it will find new fuel deposits. Many citizens are enthusiastic; others are skeptical that energy will be found in space and don't want to waste the taxpayers' money. The issues you present to your students should face those encountered by the colonizers of America. Students must learn the history of the colonization of America and apply it to this future dilemma.


 * REVOLUTIONARY WARS UNIT – GRADE 9 WORLD GEOGRAPHY & HISTORY **

The United States became an independent nation over 200 years ago. Since that time, revolutions have led to new governments in many other countries around the world. What causes a revolution? Under what circumstances might a violent rebellion against a government be justified? Role-playing the Governor of Catalan, the eastern province of Democ, students must decide whether or not to support a revolutionary movement among its citizens. Using information you have taught your students about revolutions around the world, students must decide how to control the situation.


 * POLITICAL CAMPAIGN UNIT – GRADE 12 GOVERNMENT **

With just one month before the election, students role-play a third-party candidate who is a distant third in the polls. How will your students respond to questions about the economy? What policies will they adopt to address access to health care and energy independence? Will they back gun control to appease certain liberal groups? Working through all the major issues faced by actual presidential candidates, students get a chance to see firsthand how their attempts to win favor among voters affect election results.


 * ENVIRONMENTALISM UNIT – GRADE 7 WORLD GEOGRAPHY **

The headlines of the fictional city of Alpine's local paper cry outrage about the town's polluted pond. Role-playing the Mayor of Alpine, students must tackle the situation. You must have your students evaluate data, facts, and opinions to decide social policy. Your students should also learn about landfills, land-use issues, recycling, the greenhouse effect, and water pollution and connect these issues to making policy for the community of Alpine.