Social Studies Simulation Fun

When learning about American history, I find that fifth graders struggle mostly because they don't have the personal experience to put themselves over two hundred years ago back in time to understand what it must have been like at that time in our history.  One way we try to help them is to make connections between what happened in the late 1700s to the students' lives today through simulations. 

Yesterday we did a simulation in class to illustrate what factors and events led up to the American Revolution.  When the students arrived at school, they found a strip of masking tape across the floor.  I told them they needed to be on my side of the line.  They promptly rearranged their desks to meet my request.  Then I gave each of the kids a roll of Smarties.  I informed them they could eat them at the end of the day, but since so many of our classroom resources are dwindling due to their use that they will be paying me back in Smarties for what they use today.  Anytime they crossed the line, pay a Smartie.  All of the bankers were given an empty bottle and told to collect the Smarties for me.  As the class proceeded, I decided I wanted to sit in different seats around the room, booting out the student already sitting there to find another spot.  By the time we were nearing the end of our simulation, I could tell students were getting agitated with my mounting demands for Smarties and space.  A couple had begun making signs of protest, unaware that's just what I was hoping for. 

This was a simulation designed to illustrate the causes leading to a colonist revolt against Great Britain.  The masking tape represented our Proclamation Line of 1763 that limited where British colonists could settle after the end of the French and Indian War.  The Smarties were my way of illustrating the taxation with our bankers serving as tax collectors for me, the king.  Taking seats of students represented the Quartering Act, forcing the colonists to provide room and board to British soldiers.  And, yet, despite all this agitation, the students did not rebel.  They still claimed me as their teacher, much like the colonists who believed that they were British citizens did their best to remain loyal to the King of England and Parliament.  They wanted a voice and relief from unfair taxation, but they wanted to remain members of the British Empire.  How would they solve this problem?

Today, we held the First Continental Congress, complete with delegates from each of the 12 colonies who were in attendance in 1774.  Students were grouped into pairs for each colony and provided with a collection of primary source documents revealing the points of view of both Loyalists and Patriots.  Students read the documents searching for possible solutions to this problem with Great Britain and reasoning to convince their fellow delegates of their ideas.

Finally, our congress convened to discuss.  The students were brilliant!  I was so impressed by how they examined the problem from many angles and their thoughtful solutions.  The debate was passionate, but civil, and productive. 

In the end, all colonies agreed to ask King George III to decrease the taxes.  Additional solutions entailed having a colonist representative in Parliament and raising funds to pay the debts of war in an alternative way besides taxation.  We ended our afternoon with excerpts from the actual petition sent by the colonies to King George III. 

This unit on the American Revolution will culminate in museum of exhibits created by the students.  They each have access to a GoogleSlides presentation (through our GoogleClassroom) detailing three different types of exhibits they can choose from as well as resources they can use to help them.  Although this project is designed to be done at home, I am making myself available to confer with the students and assist them in the process.  I asked the students to consider which exhibit they would like to create for the museum tonight as homework.  If this isn't something they've discussed with you yet, please ask them about it!  Please feel free to ask me about it, too!  My hope is that this allows them to express their learning in a way that they enjoy and that it helps history come alive for the class.  Of course, you will all be invited to our history museum!  (Date/time TBA.)  

Reading With Hercules

Hercules turned 7 months-old yesterday.  Our little pricklepuss has really shown off his adventurous and courageous personality as he has grown.  Although hedgehogs are solitary, shy creatures, Hercules is increasingly outgoing with the help of our class.  They give him a (mostly) quiet place to hang out and treat him with love and respect.

One of my favorite reasons for having a pet in the classroom is the opportunities students can have to bond with an animal.  Whenever Hercules comes to school, I like to have him read with the children during our workshop time.  He sits in a little pouch that the students wear while they hold him close and read.  He loves with warm, snuggly, peaceful time.  On Thursday, he was so comfortable, he climbed up out of the pouch to say hello.  Enjoy our little prickly friend's greeting!