My younger brother and I at his secondary school graduation, 2011.
The concept of gamification is one that I find most useful in the secondary school classroom. My interest in gamification started with my younger brother, who was given the diagnosis of ADHD in the eighth grade. He often professed to need to see, do and feel the concept in order to garner a true understanding of the material being provided to him in school. Gamification and simulations are paramount ways to engage those thinkers that need to truly interact with the material. Below I have provided links and instructions for two games that I have used in the classroom, designed in collaboration with other social studies specialists.
In Social Studies 9 we cover the French Revolution. In order to fully understand the social unrest that lead to uprising, it helps to put the students in the shoes of French citizens. The attached powerpoint outlines the rules and gameplay that helps students understand the concept of tolls, tithes, unfair tariffs, monopolies and how the absolute power of the monarchy affected the daily lives of French commoners. The French Revolution Game
The Game Board
A resource bag unpacked for a wine resource square
In Social Studies 10 we are introduced to the Canadian Fur trade and its associated companies. The game linked below presents the competition between the Hudson’s Bay Company and the Northwest Company in a way that is accessible, competitive and tactical. As a trapper, which company do you choose to trade with and why? If used as one of the first lessons in a unit, you may find that students can reflect on game play and be able to tell you the difference between the companies business models and relationships to the Aboriginal Peoples. Fur Trade Simulation (Grade 10)