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Role Playing & Simulations Why do these? • Useful for examining issues that are abstract – How supply and demand affect the market price of goods in a capitalist economy • Explore affective matters that entail beliefs, attitudes, values, and moral choices – Israel & Palestine • Practice taking on a “role” – Can be realistic or somewhat unrealistic Why not do these? • Additional use of instructional time – In block scheduling, this is easily accommodated • Ethical and moral limitations – Can students really role play adult roles? • Honest emotions may emerge when playing – Multiple ways of knowing a subject • Requires complex thinking “out of the box” – Better than seatwork or worksheets? Five stages of Role Playing 1. 2. 3. 4. 5. Initiation and direction Describing the scenario (historical/contemp) Assigning roles (avoid typecasting) Enactment (keep focused and in character) Debriefing & Drawing Parallels (crucial part) Simulations Guidelines 1. 2. 3. 4. 5. 6. Define the problem & situation State the objectives clearly & narrowly Specify the actors/parts/roles Indicate rules/constraints/guidelines Explain the decision-making mechanisms Sketch it all out and try it out with someone to eliminate “bugs/kinks” Contours to Consider • What is being “taught” and “performed” • Implications of current role playing & scenarios in video games – Sims, Grand Theft Auto, Halo • Kohlberg’s theory of moral development – Seeking “higher moral ground” • Simplification of variables & reality The Civic Mirror project • http://www.civicmirror.com/introvideo.php 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.