Suggests that the most effective way to motivate student enthusiasm and interest in the social studies classroom is through the use of educational simulations. Discusses the advantages and disadvantages of simulations, and presents three of the most effective commercial simulations available today. (DB)

Presents a simulation which can be used in any secondary social studies course to teach about the Equal Rights Amendment. It can be played with as few as ten and as many as 40 students. Playing time varies from three to seven class periods. (RM)

Discusses the value of structured simulation games in elementary social studies. Suggestions are given for using simulation games in the classroom, stressing the importance of the briefing and debriefing activities. Teaching instructions for four role-playing simulations are included. (AM)

This lesson plan offers students the opportunity to participate in the three basic economic systems (market, command, and tradition). By working in each of the systems, students will internalize the fundamental values present in each system and will gain insights into the basic advantages and disadvantages of each system. The lesson plan provides…

This lesson plan features a classroom simulation that helps students understand a command economic system. The lesson plan states a purpose; gives student educational objectives; suggests a time duration for the activity; lists materials needed; and outlines a step-by-step teaching procedure. Instructions for a research and writing homework…

People should understand what the commodity futures market is and who uses it. The commodity futures market should be studied in a high school economics course so a one-week unit was developed for students that involved them in a simulation as hedgers and speculators. (AM)

A list of 88 games appropriate for elementary level social studies is presented. Only games which may be played with large groups are included; board games are excluded. Each entry includes recommended grade levels, playing time, number of players, and cost. Addresses for each source are provided. (Author/KC)

Simulations and games should be investigated as a technique for bicultural-bilingual education programs. (MM)

Criticisms of simulation procedures are noted and ways to ameliorate their effects are suggested. (KM)

A model for designing classroom simulations is proposed as a way to integrate values and social studies in the classroom. (Author/KM)

Resources on games and simulations are provided. These include organizations, sources, teacher materials, and descriptions of a sampling of games and simulations. (RM)

Presents details for a simulation game for a secondary social studies unit on immigration. Depending on the card a student holds, he may be allowed into the land of milk and honey, which in this game consists of graham crackers and milk. Discussion questions are included. (KC)

Presents three simulations in which participants must make decisions based on a limited number of choices among a defined set of alternatives. Students (1) decide which English convicts will be transported to the colonies; (2) place individuals in one of two retirement homes; and (3) choose which children will help their mother draw up her will.…

A simulation is offered as an example of how it can improve dialogue, encourage valuing, and stimulate student participation in real world experiences. (Author/KM)

This lesson plan, a simulation which can be a semester-long activity, illustrates numerous economic concepts to students of all abilities. The lesson's system has been used successfully for the past five years in English as a Second Language, regular, and Advanced Placement classes. The "system" has proven to be enjoyable, motivating,…