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This paper situates the case among comparable classroom simulations, aiming to provide a more measured approach that weighs educational value against specific risks teachers and students face, including emotional harm and improper preparation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Tragic Historical Episodes: A Measured Response to the Outcry Over a New England Slavery Simulation  \nCory Wright-Maley  \nDepartment of Education  \nSt. Mary’s University College  \n[Cory.WrightMaley@stmu.ca](Cory.WrightMaley@stmu.ca)  \nAbstract  \nA slavery simulation that took place as part of afield trip for students of a Hartford junior high academy led a father tofile a human rights suit against the school district, and for one official to comment that simulations of complex and tragic human phenomena have “no place in an educational system.” In light of these conclusions, this paper explores this case in the context of other similar simulations in order to offer a more measured response to using them in classrooms, one that balances the value of such simulations with the hazards they present for teachers and students.  \nIntroduction  \nSimulations and other experiential learning activities have long been part of the social studies curriculum. This strategy is often used to enliven discussion of complex issues and perspectives, particularly around topics which may be difficult for students to grasp conceptually or empathetically through other means (e.g. Arnold, 1998; Bloom, 2005; Byrnes & Kiger, 1990; Ganzler, 2010; Lay & Smaric, 2006) . Simulations may be ideal for this purpose because they can help teachers bring students’ subjective experiences to the surface in order to draw out further learning (Lederman, 1984; Lederman & Kato, 1995) . For these reasons, simulations canelicit strong emotional involvement from the students participating in them. And while such emotional engagement can be a strong affordance for learning, it may be problematic if students are not properly prepared and debriefed. Moreover, when their parents are not appropriately informed about the nature or purposes of the simulation in advance, their children’s experiences may raise serious concerns that need to be addressed retrospectively. The recent failure of a school in Hartford, Connecticut to address these needs in advance put simulations under a spotlight when a parent filed a human rights complaint against their daughter’s school district after she participated in a slavery simulation as part of a four-day school trip.  \nControversy Surrounds a Slavery Simulation in Connecticut  \nAccording to the story reported in the Hartford Courant, the parents of the 12 year old girl “were not informed that students would be part of a slavery re-enactment”(De La Torre, 2013) . The girl’s father, James Baker, testified to the Hartford Board of Education that he was present to “make you aware of the sanctioned social and emotional abuse my daughter and her  \nWright-Maley, 2014 Canadian Social Studies, Volume 47, No. 1  \nclassmates suffered during a field trip with the HMTCA [Hartford Magnet Trinity College Academy]”(Baker, 2013). He explained how students were put in a dark room and packed uncomfortably together to simulate being in a slave ship. Later they were taken into the woods to pretend to pick cotton and to participate in an Underground Railroad experience. During these experiences some students were demeaned by having their teeth checked, were called names, and threatened that “if I were to run away they would whip me until I bled on the floor, and then either cut my Achilles so I can’t run again or hang me”(p. 2) . Baker argued further that the school:  \nPracticed cultural insensitivity by placing African American students in simulations of slavery and racial bigotry. If the school placed Jewish kids in a harsh re-enactment of Nazi death camps that would be equally problematic. Why, because the Stanford Prison Experiment in 1971 demonstrated the power of role play on identity and behavior and how mind and body reacts negatively to simulations. (p. 2)  \nIn their own defense, Nature’s Classroom, the organization that runs the simulation argued that stude","cbCaid5fLZiUlugN","https://ap.wps.com/l/cbCaid5fLZiUlugN","pdf",154518,"English","# Introduction\n# Controversy Surrounds a Slavery Simulation in Connecticut\n# \"No Place in an Educational System\"","[{\"question\":\"What incident prompted the human rights complaint in the Hartford case?\",\"answer\":\"A Hartford junior high slavery simulation as part of a four-day school trip led to a father filing a human rights complaint after the simulation was alleged to involve sanctioned social and emotional abuse and threats presented to students.\"},{\"question\":\"Why does the paper argue that simulations can be educational despite concerns?\",\"answer\":\"Simulations can surface students’ subjective experiences and support learning, especially for issues that are difficult to grasp conceptually or empathetically through other methods.\"},{\"question\":\"What risks to students does the paper highlight regarding poorly prepared simulations?\",\"answer\":\"It discusses that simulations may elicit strong emotional involvement and can become confusing or frightening if students are not properly prepared and debriefed, including when parents are not informed in advance.\"}]","In Defense of Simulating Complex and Tragic Historical Episodes - A Measured Response to the Outcry Over a New England Slavery Simulation | PDF",1792085351]