Elementary School

Barnes, M.K. (1998). Hot on the campaign trail! Teaching social studies through drama. Social Education, 62(4), 218-221.

This article is a simulation for use in an elementary classroom (demonstrated with a grade three class). Although the journal and the ideas contained are American, it is easy to see how this simulation could be adapted for use with Canadian politics. This game uses role play to help students understand concepts such as creating government, legislative, executive and judicial branches, campaigning, etc. The game actually simulates the entire campaigning and voting process. The article includes a good bibliography and notes as well as a useful section about what the students who took part in the simulation learned. (ST,BM)

Cratty, B.J. (1985). Active Learning: Games to Enhance Academic Abilities. (2nd ed.). New Jersey: Prentice-Hall, Inc.

There are more game-like activities in this book than there are simulation activities, but there are a couple of simulation-like games that could be used in an elementary school classroom (i.e. Codes). Even though the book does not have as many simulation games as we would have liked it too, there is one very useful aspect of this book. After the explanation of how to play each game/simulation, there is a paragraph (or two) on modifications that could be made to the game if there was a child with special needs in your classroom. These are very basic explanations, but the games are easy to modify and the explanations for modifications are well laid out. (ST,BM)

Middle School

Brozik, D., Zapalska, A. (1999). Interactive classroom economics: The market game. The Social Studies, 90(6), 278-282.

This is an interactive simulation game that is meant to represent an economy. The students are provided with products and sent to a market to trade with vendors. In this activity, the students develop an understanding of the concepts of supply and demand, as well as the importance of money to facilitate these processes. AWC

Cox, A.C. (1997). Using the Stock Market Game in the social studies classroom. Social Education, 61(6), 347-350.

The Stock Market Game is a simulation meant to teach economic concepts. This game is set up in the United States, and supported by the Securities Industry and regional coordinators. It could also be set up within a classroom and managed by a teacher. The game involves students choosing stocks and using imaginary money. At the middle school level, the article encourages the students to concentrate on local or familiar companies. This game is useful in gaining an understanding of many economic concepts, encouraging students to keep up with the news, and realizing how changes in local economy could be felt on a larger scale. AWC

Ripp, K. (2001) Bead game simulation – Lesson Plan. Foundation for Teaching Economics, 1-12.

This simulation game is meant to demonstrate the differences between market, command and traditional economic systems. With the use of string and beads, the students will simulate these systems and then understand what these systems mean. As an extension, the students could identify actual examples of these economic systems. AWC

Pearson, C. and Marfuggi, J. (1975). Creating and Using Learning Games. California: Education Today Company, Inc.

This book includes many excellent ideas for many different types of games and simulations for use in elementary and secondary classrooms. Chapters 11 and 12 ("Translating Real Life into Games" and "Simulations and Value Clarification"). These chapters explain a couple of different simulations, as well as how to design a good simulation game and lesson to accompany it. Four simulations games in particular for use in the social sciences are explained in chapter 12: Grab the Bananas, Prisoner's Dilemma, Bronze Axes and Powderhorn. (ST,BM)

Pike, G., Selby, D. (1999). Bafa Bafa. In the Global Classroom 1 (189-195). Toronto, Ontario. Pippen Publishing Corporation.

Bafa Bafa is a cross-cultural simulation game. The concept is that there are two groups that are assigned different rules of acting and communicating. Each group sends a representative to visit the other group and to try to understand and report the interactions. This activity is meant to identify issues related to assumptions and behaviours when meeting people of different cultures. [Game description on-line]  AWC

Pike, G., Selby, D. (2001). Trading Game In the Global Classroom 2 (188-190). Toronto, Ontario. Pippen Publishing Corporation.

The Trading Game is an activity to demonstrate the inequalities of wealth felt by different countries. The class would be broken up into groups and each given different amounts of money and resources. The groups are directed to combine their resources and exchange them for currency or trade with other groups. The groups can describe their frustrations of not having sufficient resources or money. [Game description on-line]   AWC

Schwartz, P. (1997). Where's Waldo and what is he thinking? A search for critical thinking in the classroom. Canadian Social Studies, 32(1), 22-23.

This journal is a great reference (because it is Canadian) for Social Studies teachers. The simulation described is for use with early secondary students. This game uses simulation to develop critical thinking for history lessons. There are two ideas for simulations. The first is a debate on Christopher Columbus, where the students are broken up into two groups: his children and the first natives that he encountered. The second idea is a simulation of a constitutional amendment conference, much like those at Meech Lake and Charlottetown. The class is broken up into 5 regional groups, each with their own problematic constitutional issues. The ideas for simulations are excellent, but unfortunately the article does not include handout information, discussion ideas, possible resources or a bibliography. (ST,BM)

Shears, L.M. and Bower E.M. (Eds.). (1974). Games in Education and Development. Illinois: Thomas Books, Inc.

This book is a compilation of many different articles by different authors (all of which are very interesting). The best part of the book for Social Studies simulation games is Part II, where there are three simulations in particular that might be useful. The first is "Assembly Line" (D. Dobbs, R.F. Hill and C.G. Goodell, p. 199), which is designed to simulate an actual assembly line and aid in teaching various concepts of economics. The second is the "Community Development Game" (R.H. Frutchey, p.274), which simulates a village situation which is designed to make students overcome major technological development problems. The third is "Negotiation: A Game for Socialization Training and Assessment" (L.M. Shears, p.295). All of the games in the book are explained very well and easy to understand. All information and handouts that are needed are included. (ST,BM)

Secondary School

Albright, W.P. (1979). Collective Bargaining: A Canadian Simulation. Toronto: Wiley Publishers of Canada Limited.

This is a book entirely dedicated to this simulation in particular. It could be used in a high school economics class or a junior high social studies section in economics with a bit of modification. The book is more like a manual that describes the procedures for a simulation in which players act as management and/or union representatives of a fictional company: Duro Metal Products, Limited. The players then go on to bargain a complete labour agreement for the Canadian company. (ST,BM)

Lee, J.R., Ellenwood, S.E. and Little, T.H. (1975). Teaching Social Studies in the Secondary School. New York: The Free Press.

Even though this book contains much general information about teaching Social Studies in secondary schools, there are two chapters in particular that deal with simulations in Social Studies. Chapter ten ("Simulation in World History") and chapter 12 ("Law-focused Case Studies and Mock Trials") have more to do with using simulations. In chapter ten, a couple of the simulations that the authors include are based on the Hundred Years' War and the growth of nationalism in England and France, French government and authority during the era of the French Revolution, Economic Allocation Profiles and the Guetzkow-Cherryholmes game. It also gives many other great ideas of situations in history to use in simulations. Chapter 12 is very self-explanatory, in that it gives ideas to use when incorporating mock trials into classrooms. The ideas in this book are for use with upper secondary and seem like they would be relatively difficult to modify for younger grades. (ST,BM)

Levy, T. (1995). The Amistad incident: A classroom re-enactment. Social Education, 59(5), 303-308.

Even though Social Education is an American journal and the story of the Amistad is primarily American, this simulation and story could easily be used in an upper secondary unit in history on slavery. The class is divided into groups of individuals (actual historical figures) for the Africans and for the government. The decision that is ultimately to be made after the simulation is: Should the Africans be punished for mutiny and murder or were they justified in revolting? Each group/individual describes their position and the simulation includes debriefing, explaining and discussion about the issue so that each student can answer the given question. The article includes ideas for extension projects, related topics that could be studied, sources, additional reading and a list of resources for teachers. (ST,BM)

MacFarlane, J. (1999). Receiving and discovering information: Two role playing simulations of the World War I conscription crisis. Canadian Social Studies, 33(2), 52-53.

This article outlines an extremely interesting simulation to help upper secondary students (grades 10-12) understand the conscription crisis of WWI. There are two parts to the simulation. In the first part, the class is divided into 6 groups representing prominent politicians of the time (i.e. Wilfred Laurier, Henri Bourassa, William Lyon MacKenzie King, etc.). Each group presents their arguments and views for conscription, and afterwards, each student makes a decision for or against conscription. In the second part of the simulation, the class is again divided into 6 different groups, but this time representing individuals across Canada (i.e. a Quebec farmer, an Ontario business leader, a Western farmer and an easterner in the fishing industry). The students are then given more information and they are allowed to form their own arguments and opinions. All arguments were then given to Borden at a meeting. Th article includes notes and references, but no handout information. (ST,BM)

Major, M. (1996). No friends but the mountains: A simulation of Kurdistan. Social Education, 60(3), C1-C8.

This simulation was a special pull-out section of Social Education for upper secondary teachers (grades 11-12). The game takes 5-6 class periods and it looks at the national minority in Turkey, Iraq and Iran: the Kurds. They were seeking autonomy or independence, all the while clashing with three different governments. In this simulation, the students play Kurdish and government roles, as well as a group that plays the United Nations. The article gives excellent background on the Kurds, Turkey and the Kurds, Iraq and the Kurds and Iran and the Kurds. Problems between the nations are discussed and each group must make specific decisions. There is a point system (explained in full) based on these decisions. Although the simulation is very much in depth and the information seems overwhelming, the simulation and needed information is extremely well explained. Excellent bibliography and notes sections are included. (ST,BM)

Muldoon, J.P. & Myrick, C.J. (1995). The model United Nations: 50 plus and growing strong, Educational Leadership, 53(2), 98.

Classroom Simulation Game: This article describes how the model UN simulation game has grown and evolved over the years. Although this simulation has been used in high school social studies classes for over 50 years, its continued growth and increasing popularity proves that it is still a valuable exercise. [DJ]

O'Reilly, K. (1998). What would you do? Constructing decision-making guidelines through historical problems. Social Education, 62(1), 46-49.

This article is a description of a simulation game for secondary students (grades 10-12) and is used to teach students about the decision making process and possible reasons for real-life decisions. The games uses two separate historical events (the causes of World War I and the Bloody Sunday Massacre) to have students use these decision making guidelines. For the causes of World War I, the class is divided into three groups: Germany, Austria-Hungary and Russia. A problem for each country is defined (i.e. the assassination in Sarajevo) and the group then has to make a decision of which route to take. For the Bloody Sunday Massacre, students are put in the place of the Russian tsar and asked, "It has been 3 days after Bloody Sunday. What will you do?". After the simulations, a discussion ensues and students will look at the criteria for making decisions. Excellent outlines for necessary handouts are included in the article, as well as a bibliography for other sources and teacher resources. This article is easy to read and the simulation is very well explained and laid out. (ST,BM)

Robinson, J.; Lewars, T.; Perryman, L.S. & Crichlow, T. (2000). Royal flush: A cross-cultural simulation, Business Communication Quarterly, 63(4), 83-94.

Classroom Simulation Game: This article discusses how classroom simulations, in particular Royal Flush can be used to help students master concepts in cross-cultural workplace communication. It describes how simulations allow students to learn with their feelings as well as with their intellects what intercultural communication in a business context truly means. The game Royal Flush definitely has a business slant but it would still teach a valuable lesson in either an economics or social studies class.  [DJ]

VanDeVort, J. (1997). Our town's planning commission meeting. Journal of Geography, 96(4), 183-190.

This article is a great simulation because not only is it for use in a geography unit (which not many simulation games are), but it can also be used as a cross-curricular unit. The simulation is for late elementary/early secondary aged students. The author (as background to the lesson) used Reader's Theatre in English class to read Our Town, by Thornton Wilder and then planned this simulation for use in social studies because it includes the five major themes of geography. Each student plays a different character and they have a planning commission meeting in order to listen to proposals of what to do with a piece of land in the town. The class actually ends the "meeting" by voting on the issue. The article includes outlines of all the necessary handouts, and the simulation is well explained. (ST,BM)

Walcott, C. and Walcott, A. (1976). Simple Simulations: A Guide to the Design and Use of Simulation/Games in Teaching Political Science. Washington, D.C.: American Political Science Association.

It was difficult to find ideas of games and simulations for use in Political Science classrooms in particular, but this book, even though it's short, does a good job of discussing the use of simulations in Political Science. The book is interesting reading on the most part, but the most useful chapter is Chapter III, "The Objectives of Simulation". This chapter discusses the use of simulations in such topics as individual decision making, negotiation and bargaining, legislative structure and process and systemic models. There is also a chapter that aids in the preparation and design of different simulations. At the end of the book (unlike the others), there is not only a reference section, but also an annotated bibliography that comes in very handy. (ST,BM)