Designing Digital Simulations to Promote Inclusion in the Social Studies Classroom

Abstract

Engaging social studies pedagogy has a history of using simulations in the classroom. In their present form, simulations can often come with logistical elements that distract from fundamental learning goals. In this paper, we summarize our experience building and facilitating a digital fur trade simulation for use in a 6th grade Minnesota Studies classroom with the goal of alleviating logistical and exclusion strain. Importantly, we make an existing simulation more accessible to students with limited mathematics, reading comprehension, or English-language skills – specifically English Learners and Special Education students who have traditionally struggled with the existing simulation. Reflecting on this experience, we identify new possibilities for accessibility, inclusion, and engagement promised by digital simulations that demonstrate their compelling utility for classroom social studies teachers.