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Tiffs Lesson Plan and Reflection Notes
Artifact Analysis
The Tiffs project was the first simulation activity that I conducted with my class. The simulation was part of a larger sub unit on European Imperialism in Africa. Before the activity, the class examined the economic and non-economic reasons for European Imperialism. The Tiffs activity assigned students one of two roles, a member of an earthling community or part of the invading alien Tiff force. The Tiffs imperialist goals represented Europe while the earthlings represented the African civilizations. Through a series of multiple town hall meetings, the Tiffs insisted on Earthlings acceptance of their 'superior' culture and tried to force earthlings into production of their favorite food, zucchini, while the earthlings struggled to negotiate in their compromised position. Ultimately, the simulation asked students to reflect on the motivations and thoughts of both the imperialized and the imperialists.
The Tiffs was a unique simulation activity because it was not located within a specific historical time. While the connection between European and Tiffs Imperialism was emphasized at the conclusion of the activity, students initially found themselves in a situation where they adopted unfamiliar roles. This use of a simulation activity, which is situated outside of a limited historical time and place, appears to have both positive and negative outcomes.
On one hand, this simulation activity encouraged extremely high levels of engagement. The activity itself required a level of problem solving and critical thinking that the students clearly embraced. Students were excited to demonstrate these skills. For example in my lesson plan reflections, I particularly highlight the signs of high levels engagement.
“The fictional city of metropolis was known for its music industry. One student-citizen of this city, who has often been disengaged in class, was very enthusiastic about his task. As the cultural representative, he proposed a style of music that combined both rap and tiff music. He will perform the rap later for the first town hall meeting for the Tiffs”
The incident illuminated how even students who may be more likely to disengage in a normal class demonstrated high levels of participation. The inherently exciting alien invasion scenario, encouraged student involvement and enthusiasm. The simulation’s novelty and sensationalism could have influenced student engagement. I will later examine if a simulation activity more firmly rooted in a historical time and place can encourage the same level of engagement.
This particular lesson plan and implementation has brought up multiple questions and avenues for future inquiry and improvement. The possible downside to having a simulation located outside of a specific historical context is that it might not truly encourage thoughtful historical imagination and empathy. I decided to open the lesson by reviewing information that would relate to the simulation. However, I did not make a direct connection when I introduced the Tiffs simulation because I wanted to immerse the students in the exciting scenario first. Did my pursuit of increased engagement sacrifice the overall content goal? If I did, is that sacrifice justified? I have the same question for using simulation activities that are not confined by a historical context. Does such a simulation scenario hinder a students’ ability to demonstrate historical empathy and imagination. The third artifact, students’ final papers for the simulation, will help demonstrate this problematic give and take.
The Tiffs was a unique simulation activity because it was not located within a specific historical time. While the connection between European and Tiffs Imperialism was emphasized at the conclusion of the activity, students initially found themselves in a situation where they adopted unfamiliar roles. This use of a simulation activity, which is situated outside of a limited historical time and place, appears to have both positive and negative outcomes.
On one hand, this simulation activity encouraged extremely high levels of engagement. The activity itself required a level of problem solving and critical thinking that the students clearly embraced. Students were excited to demonstrate these skills. For example in my lesson plan reflections, I particularly highlight the signs of high levels engagement.
“The fictional city of metropolis was known for its music industry. One student-citizen of this city, who has often been disengaged in class, was very enthusiastic about his task. As the cultural representative, he proposed a style of music that combined both rap and tiff music. He will perform the rap later for the first town hall meeting for the Tiffs”
The incident illuminated how even students who may be more likely to disengage in a normal class demonstrated high levels of participation. The inherently exciting alien invasion scenario, encouraged student involvement and enthusiasm. The simulation’s novelty and sensationalism could have influenced student engagement. I will later examine if a simulation activity more firmly rooted in a historical time and place can encourage the same level of engagement.
This particular lesson plan and implementation has brought up multiple questions and avenues for future inquiry and improvement. The possible downside to having a simulation located outside of a specific historical context is that it might not truly encourage thoughtful historical imagination and empathy. I decided to open the lesson by reviewing information that would relate to the simulation. However, I did not make a direct connection when I introduced the Tiffs simulation because I wanted to immerse the students in the exciting scenario first. Did my pursuit of increased engagement sacrifice the overall content goal? If I did, is that sacrifice justified? I have the same question for using simulation activities that are not confined by a historical context. Does such a simulation scenario hinder a students’ ability to demonstrate historical empathy and imagination. The third artifact, students’ final papers for the simulation, will help demonstrate this problematic give and take.