Critical Thinking through Simulations

1. Critical Thinking through Simulations Mario Polisena –Merivale High School, Ottawa-Carleton D.S.B. (Paul) + (Sena.) -14 years of teaching; History, Civics, Economics, etc. -Department Head of CWS, Social Science & Humanities, Business.

2. Why create simulations? • Simulations: -engage learners -develop critical thinking and analytical skills -promote teamwork & cooperation through collaboration and compromise -are flexible and adaptable to different audiences (Applied, Open, Academic classes) -are FUN!

3. The Necessary Steps: • Proper background information & contextualisation are key. • The “Rules of Engagement” must be clear: a) What are the student’s precise roles & responsibilities? b) What are the activity’s outcomes and expectations? c) Provide exemplars if possible.

4. CHY4U/ C: A Conversation between: • Adam Smith & Karl Marx on economic theory • Queen Victoria & an anti-colonialist on the expansion of the British Empire. • Benjamin Disraeli & a Chartist leader on workers rights and conditions. • Klemens von Metternich & Giuseppe Mazzini on nationalism in the Austrian Empire. • A liberal leader and a radical leader on the 1848-9 Revolutions.

5. … continued • Giuseppe Mazzini, Victor Emmanuel II, Pius IX on the form of government for a unified Italy. • Abraham Lincoln, Henry Clay, & Frederick Douglass on federal power and state rights • Napoleon III & Louis-AugusteBlanqui on the causes of the Paris Commune • Napoleon III & Victor Hugo on social conditions in France in the 1850s

6. … continued • Otto von Bismarck & a German republican on the form of government for a unified Germany. • Alexander II, a constitutional monarchist, and Mikhail Bakunin on the speed of political change in Russia. • Theodore Roosevelt & George Washington on foreign wars. • Cecil Rhodes & Menelik II on the rights of indigenous/ native Africans.

7. CHY4U:Peace Summit • Simulations of the Peace Summits at the end of the Seven Years’ War and the Napoleonic Wars. • Each student represents a peace delegate. • 8 delegations are represented: Great Britain, France, Austria, Russia, Prussia, Spain, the Netherlands, and Portugal. • 3 possible roles to play: the Chief Minister summarises the political situation at home; the War Minister discusses the main military contributions; the Foreign Minister presents & negotiates demands.

8. How does it work? Sample Class of 30 students: -Morgan, Mike, Sammy, Sabee, Zach (Prussia) -Josh, Katrina, Tevon, Sheridan, Jessie (Russia) -Isaac, Paisley, Nick, Soumaya, Tamara (France) -Kennedy, Cassidy, Sam, Jay, Nathaniel (Britain) -Megan, Joy, Maria, Miranda, Alex (Austria) -Natasha & Kristen (Netherlans) -Daniel & Ben (Spain) -Siobhan (Portugal)

9. … continuedResearch Questions War Secretaries: 1-How did my country do on the battlefield? Did it clearly win or lose the war? 2-How much did it contribute from a military standpoint (casualties, participants, key battles)? 3-What was its financial contribution?

10. … continuedResearch Questions Heads of government: 1-In what political condition are we in? Are we in a position of strength or weakness? Are there important political divisions to consider? 2- Have important reforms taken place in my nation/ Kingdom in the recent past? What have been their effects? 3-Is my nation/ Kingdom in a strong or weak financial situation?

11. … continuedResearch Questions • Foreign Ministers: • 1-What key areas are you willing to give up? Which are you not willing to? • 2-What are your country’s traditional or new vital interests? • 3-Are you in a position to be an “honest broker” to restore peace? Are you in a position to impose terms on others?

12. Creating a WW1 Treaty Main Questions to discuss: What would be your state’s ideal solution to the crisis? What would you be willing to cede or give up (consider original trade-offs)? What type of sanctions would be the most effective on an antagonistic state?

13. WW1 Treaty (continued) Gather all your notes on your country (pay particular attention to the Napoleonic Wars, Italian & German unification movements, the causes of World War I, Europe on the Eve of World War I handout). Study the maps of Europe and Africa in 1914. Analyse how the war started. Who is to blame? Is blaming one country sufficient and fair?

14. WW1 Treaty (continued) Analyse how the war ended. Was Germany totally defeated? Name your country’s traditional allies and enemies. Do you truly trust your allies? What role did imperialism play in starting the war? Should it be kept or dismantled?

15. WW1 Treaty (continued) Ask yourself the same question as above (f) for monarchy. What are the biggest problems/ challenges faced by your country? Which country (ies) suffered the most material damage? Whose soil was the most affected?

16. CHW3M:Trial Simulation Assignment • 4 important Ancients are put on trial by their peers: Pericles and Socrates in Athens; Spartacus and Julius Caesar in Rome. Students all have a role as an accuser or a defender of the accused. It is essential that they consider the accusation and make reference to it throughout their argumentation (much like a thesis in an essay).

17. The accusation: Pericles is accused of hubris and is responsible for Athens’ loss in the Peloponnesian War. The accusers: 1. a leading citizen of the Delian League 2. Alcibiades, a turn-coat Athenian General 3. a Corinthian citizen, a traditional enemy of the Athenians The defenders: 1. a poor Athenian, who has benefited from Pericles’ reforms 2. an artist who has found employment in Pericles’ building projects 3. someone who believes that Athens is destined from greatness

18. The accusation: Socrates is accused of corrupting the youth and impiety toward the traditional gods. The accusers: 1. a landowner whose sons are disciples of Socrates 2. Demosthenes, a powerful Athenian General 3. a priest, member of the religious caste The defenders: 1. Plato 2. Anaxagoras 3. Aspasia of Miletus, wife of Pericles

19. The accusation:high treason and of resisting the authority of Roman slave masters. CALEUM The accusers: 1. Marcus Licinius Crassus: the General 2. PortiusMetellus: a landowning patrician 3. Varus: the consul 4. Lucius Cornelius Sulla: the dictator and leader of optimates The defenders: 1. Crixus: slave from Gaul 2. follower of the Gracchus brothers: patricians wanting to limit the power of the aristocracy 3. GnaeusPapiriusCarbo: General; populare; follower of Gaius Marius.

20. The accusation:self-centred opportunism and repudiating the principles of the Roman Republic. The accusers: 1. Cato the Younger: part of optimates in the Senate 2. Marcus Junius Brutus: Senator; had allied himself to Pompey prior to the latter’s defeat against Caesar 3. Marcus Tullius Cicero: champion of republican traditions The defenders: 1. Mark Antony: Caesar’s most loyal supporter 2. populare Senator: a supporter of Caesar’s reforms 3. legionnaire in Caesar’s army: someone who had gained employment and booty through his service

21. CHC2D/ 2P An imperialist vs. a pacifist on WW1 involvement. McClung vs. Premier Roblen on women’s suffrage. Laurier, Bourassa, Borden on WW1 conscription. Bennett, King, Woodsworth on solutions to the Depression. Murphy vs. King on Persons Case. Ralston vs. McNaughton on WW2 conscription. Diefenbaker vs. On the Avro Arrow. Diefenbaker vs. Pearson on the flag.

22. CHC2D/ 2P (continued) 9. T. Douglas vs. Sask. doctors on medicare. 10. Smallwood vs. on Nwfld.’s entry into Confederation. 11. Duplessis vs. Lesage on modernising Quebec 12. Trudeau vs. Lougheed on the NEP. 13. Trudeau vs. Lévesque on sovereignty/ the Constitution. 14. Mulroney, Turner, Broadbent on Free Trade 15. Chrétien vs. Bouchard on sovereignty.

23. Any questions? Contact me at: mario.polisena@ocdsb.ca