The Pedagogical Value of Simulation and Role-Play Activities
Not all scholars would agree with my perceived value of role-play and simulation activities. Singer, a prominent researcher in the field of social studies education, has critiqued role-play activities. While I appreciate his critique, he does not consider how role-play could succeed in classrooms that have established safe spaces.
Singer’s establishes his argument by suggesting that role-play activities induce unsafe competitiveness. In his critique, he uses a particularly famous simulation example, the brown eye/ blue eye experiment. In this experiments the teacher creates a scenario that simulates discrimination and segregation. (Singer, 2003) I would clearly never conduct such a potentially dangerous and traumatizing role-play. In his critique, Singer does not consider safer simulations or simulations that exist with an established, safe space.
Singer’s competition argument only considers the extreme example. I do not grade on a norm-based scale; I structure the majority of my class in a way to emphasize cooperation over competition. However, as a whole, my students respond well to competition, it excites them and encourages them to engage [See Tiffs Lesson Plan, Observation Notes]. Competitive activities, therefore, should balance engagement with a larger goal of cooperation. Teachers can allow competition in some activities, but assessment and grades should never consider the “winners” or “losers” in the simulation. Instead, simulation grades should focus on creative attempts at problem solving as well as student reflection.
Singer also argues that role-play is dangerous because it implies that students will know how it feels to be a character in history when they clearly never will (Singer, 2003). I agree that students will never truly know what it was like experience the Middle Passage. A teacher should never encourage the notion that just because a person can imagine something, they can truly experience it. However, encouraging imagination and empathy pushes students to consider the perspectives, cultures and values of people unlike themselves. Simple teacher mediation could mitigate Singer’s fear, and allow students to benefit from the challenging task of role-play activities.
When teacher mediation eliminates the possible negative effects of role-play simulation, true historical inquiry can take place. Scholars, Mandell and Malone, have established historical categories of inquiry including “Cause and effect, change and continuity, using the past, turning points, and through their eyes” (2007, pg. 7). The category of historical inquiry, “through their eyes”, acknowledges that its “necessary and fascinating to examine the ways in which people of different times, places and conditions made sense of their world” (Mandell &Malone, 2007, pg. 7). Thinking like a historian, therefore, requires the understanding of empathy and perspective that could be developed in a role-play activity.
Role-play activities also help balance the problem of scale in history curricula. There is a “tension between large-scale and small-scale history” (Nueman, 2010, pg. 186). In a world history curriculum there is a clear imbalance in favor of large-scale history because of the vast amount of information that needs to be covered. Role-play activities, particularly R.A.F.T. assignments, have the potential to balance out this disparity. When students consider the impact of large historical movements on specific individuals, they can connect historical study to the particular. Such a process could incite a level of connection (emotional or intellectual) to that particular.
Singer’s critique of role-play and simulation has made a large impact on my process of justifying their value. In addition to the above reasoning, two theoretical concepts should be thoughtfully addressed when considering the value of simulation and role-play activities. The concepts of historical imagination and historical empathy are invaluable to historical study as well as students’ larger critical thinking and social skills. Through exploring the connection between simulation/role-play activities to historical imagination and empathy, I hope to further the conversation of the value of role-play and simulation activities beyond just student engagement and novelty. While student engagement is still an essential part of my pedagogy, I also want to ensure the development of authentic critical thinking.
Singer’s establishes his argument by suggesting that role-play activities induce unsafe competitiveness. In his critique, he uses a particularly famous simulation example, the brown eye/ blue eye experiment. In this experiments the teacher creates a scenario that simulates discrimination and segregation. (Singer, 2003) I would clearly never conduct such a potentially dangerous and traumatizing role-play. In his critique, Singer does not consider safer simulations or simulations that exist with an established, safe space.
Singer’s competition argument only considers the extreme example. I do not grade on a norm-based scale; I structure the majority of my class in a way to emphasize cooperation over competition. However, as a whole, my students respond well to competition, it excites them and encourages them to engage [See Tiffs Lesson Plan, Observation Notes]. Competitive activities, therefore, should balance engagement with a larger goal of cooperation. Teachers can allow competition in some activities, but assessment and grades should never consider the “winners” or “losers” in the simulation. Instead, simulation grades should focus on creative attempts at problem solving as well as student reflection.
Singer also argues that role-play is dangerous because it implies that students will know how it feels to be a character in history when they clearly never will (Singer, 2003). I agree that students will never truly know what it was like experience the Middle Passage. A teacher should never encourage the notion that just because a person can imagine something, they can truly experience it. However, encouraging imagination and empathy pushes students to consider the perspectives, cultures and values of people unlike themselves. Simple teacher mediation could mitigate Singer’s fear, and allow students to benefit from the challenging task of role-play activities.
When teacher mediation eliminates the possible negative effects of role-play simulation, true historical inquiry can take place. Scholars, Mandell and Malone, have established historical categories of inquiry including “Cause and effect, change and continuity, using the past, turning points, and through their eyes” (2007, pg. 7). The category of historical inquiry, “through their eyes”, acknowledges that its “necessary and fascinating to examine the ways in which people of different times, places and conditions made sense of their world” (Mandell &Malone, 2007, pg. 7). Thinking like a historian, therefore, requires the understanding of empathy and perspective that could be developed in a role-play activity.
Role-play activities also help balance the problem of scale in history curricula. There is a “tension between large-scale and small-scale history” (Nueman, 2010, pg. 186). In a world history curriculum there is a clear imbalance in favor of large-scale history because of the vast amount of information that needs to be covered. Role-play activities, particularly R.A.F.T. assignments, have the potential to balance out this disparity. When students consider the impact of large historical movements on specific individuals, they can connect historical study to the particular. Such a process could incite a level of connection (emotional or intellectual) to that particular.
Singer’s critique of role-play and simulation has made a large impact on my process of justifying their value. In addition to the above reasoning, two theoretical concepts should be thoughtfully addressed when considering the value of simulation and role-play activities. The concepts of historical imagination and historical empathy are invaluable to historical study as well as students’ larger critical thinking and social skills. Through exploring the connection between simulation/role-play activities to historical imagination and empathy, I hope to further the conversation of the value of role-play and simulation activities beyond just student engagement and novelty. While student engagement is still an essential part of my pedagogy, I also want to ensure the development of authentic critical thinking.