Getting Real with Argumentative Writing

Entering the Conversation

Most of ya’ll know my friend and colleague Dave Stuart over at Teaching the Core.  A few weeks ago, Stu shared ways that we’re working on supporting students so they can learn to really argue.  I wanted to explore this idea over here as a way to both expand the conversation and invite you all to share your experiences teaching argumentative writing.

Inquiry & Research

During the last two years, I have been researching ways that I can push my students to be better academic writers.  I’m really  fortunate in my district that students come from a rich, narrative writing workshop in the middle school, so my students were entering the high school able to free-write with great stamina.  I’m lucky also because my students are incredibly passionate about big issues (ex. they’ve raised thousands of dollars for Charity:Water in ninth grade World History).  But–even though my students had these strengths–I was noticing that they struggled to clearly organize their ideas, and their writing seemed to lack conviction, despite all that big passion.  It was becoming more and more obvious that the freedom and love of a narrative writing workshop wasn’t transferring to the disciplinary writing being asked of them in their other core subjects, namely the informational and argumentative writing tasks in social studies and science.

So, let’s be honest, this learning gap—which spans this chasm between totally focusing on love and freedom to actually working towards rigor and the realistic demands of life—only hints at the major imbalance facing current adolescent literacy instruction. This year I’d like to explore this imbalance with more than the “Tips” series has allowed me to do so far on the blog.

Today, I’ll just take a small step towards this debate by saying that  ELA teachers, even those who follow a totally free-style writing workshop, have to realize that students need to learn how to take a stance and use textual evidence to support their ideas.   From English and science to art and social studies, all content teachers need to make expository and argumentative writing the major writing focus across all content disciplines. 

When I was a single-subject teacher, my English major background lead me to believe that students would be prepared for college if they could master a personal narrative and half a dozen literary analyses. But now that I’m also teaching Social Studies and researching reading and writing across disciplines as a professor of literacy studies, I realize that this kind of limited thinking leaves my kids ill-prepared for any college major outside of English.  So as I began exploring these gaps, I kept coming back to these same questions:

  • Q: How can my students start practicing the language of scholars?
  • Q: How can my students learn formal structures without losing their autonomy? –and how could I teach those structures without selling my soul to some standardized test?
  • Q: How can my students write effective arguments, according to a standard of excellence?

Over the summer, I spent time reading and researching these problems with the Lake Michigan Writing Project.  My LMWP friends pushed me in my role as a teacher-researcher, urging me to explore how writing instructions needs to teach kids to stretch their thinking, to extend their analyses, to pull apart their claims and examine the details of an argument.

“Stretching the Cotton” became one of the metaphors I began using with my students to discuss the importance for a writer to elaborate her argument, highlighting the tiny fibers which hold it all together.

Another way to get these ideas to stick is this simple chant we’ve been using for years: “Blend-In, Quote, Talk-About-A-Quote. Blend-in, Quote, Talk-About-A-Quote.” Trust me when I say, I try to make it as annoying as possible, so it gets stuck in kids’ heads when they’re writing non-narrative essay.  So annoying, in fact, that we have accompanying dance moves for the chant.

Mentor Texts & Models

My students and I read, analyzed, and emulated the arguments of published authors, like Gallagher suggests in Write Like This: Teaching Real-World Writing Though Modeling and Mentor Texts.  Namely, we studied “Articles of the Week” that had an argumentative slant, like those found at The Week and The New York Times Room for Debate, and, more specifically, we frequently examined the work of Pulitzer Prize winning columnist Leonard Pitts (I love, love, love his work).

To do this type of text study, we use our “First Draft Read” to explore the texts for content, and our “Second Draft Read” invited students to share what they noticed the writers were doing, like structure, tone, and use of research.

Along these same lines, I regularly wrote arguments in front of my students, whether it was modeling their assignments in class or and sharing my process of writing my Master’s project at home.

In particular I wanted to model for my students how I use sentence starters or “brushstrokes” from Graff and Birkenstein’s book They Say, I Say: The Moves that Matter in Academic Writing. I know, I know, I’ve mentioned this book many times before.  A lot of colleges are requiring this book for their freshman writing classes; however, I think that it should be in the hands of all high school freshmen.  My high school’s English Department included some of the They Say, I Say templates in our high school’s Academic Writing Handbook that we distribute and host online each year. This way all students and staff have access to the same common language.

Great news! Jim Burke, author and teacher extraordinaire, just announced that he’s teaming up for the third edition of They Say, I Say high school edition!

Quick Writes

Keeping the end in mind–writing effective academic arguments using the language of scholars–, I worked backwards to meet students at their level of proficiency.  We began with high support: the two-paragraph “They Say, I Say” argument structure presented in Graff’s Clueless in Academe: How Schooling Obscures the Life of the Mind.

The general argument made by author X in her/his work, __________, is that __________. More specifically, X argues that __________. She/he writes, “__________.” In this passage, X is suggesting that __________. In conclusion, X’s belief is that __________.

In my view, X is wrong/right, because __________. More specifically, I believe that __________. For example, __________. Although X might object that __________, I maintain that __________.  Therefore, I conclude that __________.

I love how clearly this structure breaks down the They Say (Paragraph One) and the I Say (Paragraph Two), and within that, the structure explicitly guides students through “Blend-In, Quote, Talk-About-A-Quote” with multiple opportunities to elaborate and “stretch the cotton.” It gives them various brushstrokes to try out as they learn the formal structures of academic writing.

In the beginning of the year, I required that all students use this format to write their Article of the Week one-page responses. As we’ve moved through the school year, students have been individually “released” from this high structure when they have shown that they’ve mastered it.  Students next step is to begin trying out the various sentences stems on their own. The hope is that–with time and repeated practice and modeling–they will use these strategies independently.

Student Examples

The following example is an argument written during Trimester #1 last year. This multi-source essay asked students to argue whether or not the United States is still a “Land of Opportunity.” In doing so, students had to support their arguments with well-explained evidence/quotes from their choice of texts we read in English and U.S. History.  This is one, especially truant, sophomore’s essay:

Is the U.S still a “land of opportunity”? I would say yes. I say yes, because in the U.S you can grow up in a poor family. But if you work hard and put in the detection [dedication], you could eventually be in the middle class or even the upper class. Another reason why i say yes is because, back when the U.S was first discovered people would come over and start new lives. Like people today, we still have the same opportunities. Its just harder to get it. my last reason is because there are a ton of scholarships for you to get, And that can help pay for a lot of the college coast.Today in America if you graduate high school with a 4.0, you can get into almost any college you want to. You don’t always have to go to a college thow. We have the option to go to a trade school. If you go to a trade school. The only thing you need is your high school diploma or a GED. In America you don’t even have to graduate high school, you can take a test and get a GED.

They Say, I Say Options -Anchor Chart

They Say, I Say Options -Anchor Chart

Aside from the lack of “They Say” research support, you can see that because this truant student has missed out on the opportunity to study mature mentor texts, he is following a very elementary organizational structure: starting off with the question, answering with a yes/no, and the very unsophisticated idea transitions (ex. “Another reason why I say yes is because…”). It’s obvious that the student doesn’t know the language of scholars, so he has to fall back on language that is beneath him.  Furthermore, he hasn’t expanded his argument to really develop his claim of the United States being a land of opportunity.

Conversely, this is just an excerpt from the same student’s argument during Trimester #3. (Note: His attendance didn’t really improve, but his writing did make some gains.) This time, students were asked to argue whether or not it’s justified to do immoral or illegal acts in response to threat. Many spoke specifically about how we, as global citizens, responded to the threats of WWII. Again, the students had to ground their argument in textual evidence.

we did not respond appropriately to the japanese internment camps. Here many critics would probably object that the camps were good because they took the people that were a threat to us and they held them all up. There was then no other way they could get information from us, through spy work. In other words, the spies aren’t free, so they couldn’t get involved with our military or armed forces. On the one hand, they are right to say that spy work was going on. On the other hand, it is still true that they were taking pretty much what was going on in Germany and doing it in the US. They thought that they had more of a reason. Basically, Germany was having a genocide going on, and that was the whole reason for the war. When we took people and put them in a camp, it was just like Hitler was doing in Germany. to put it another way, he was taking Jews from their homes, taking their jobs, and pretty much destroying their whole lives, by making them into animals. 

According to PBS’s “Internment History, “They were forced to evacuate their homes and leave their jobs; in some cases family members were separated and put into different camps. President Roosevelt himself called the 10 facilities “concentration camps ” (PBS ). In making this comment, PBS argues that this was the same concept that was going on in germany to the jews as what we were doing on are home to the Japanese-Americans. Ultimately, what is at stake here is that they’re mistreating the Japanese-Americans, like they’re not humans. Everyone should have equal rights, no matter what is going at the time. Just because someone’s ancestor is bombing their new homeland, it doesn’t mean it’s their fault; therefore, they’re not to blame for the attack….

Although this scene may seem of concern to only a small group of people, it should in fact concern anyone who cares about citizens of the United States, because they are American citizens, so obviously they have the same rights as any other American citizen. Clearly, we did not respond appropriately to the japanese internment camps.

This go-round, it’s obvious that he was able to develop his argument, add research evidence, and maintain a more sophisticated tone.

Student Feedback

When I asked my sophomores what they thought about using “They Say, I Say” brushstrokes, they responded as follows:

“I like how they give me a place to start, because they help you set up your argument and save you a lot of time.” – Sean

“The templates gave you a set format to start and end an argument, so that no matter what–if you were well-prepared on both sides–you had it in the bag.” -Nate

“[They Say, I Say] helped me by giving me a place to start, looking for a side to argue, and putting in the evidence I can use for both sides of the… argument.” -Becca

“They helped me in a lot of ways. I worked to get better in areas where I needed it, and I actually improved in the areas that I was already good.” -Aaron

“It helped me develop how I argued and made me sound more like I knew what I was talking about.” -David

What are your experiences?

Seriously, I wanna know! As I continue to research this dilemma, I’d love to collaborate with you, hearing what works and what doesn’t at your various grade-levels.

  • Q: How do you find a literacy balance between the love/freedom and rigor/realistic demands of life?
  • Q: How do you help your students start practicing the language of scholars?
  • Q: How do you support your students as they learn formal structures without losing their autonomy? –and how do you teach those structures without selling your soul to some standardized test?
  • Q: How do you teach your students to write effective arguments, according to a standard of excellence?

Thanks for the help and your support! 🙂

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Author Chat with Malcolm Gladwell

Last week,  I was fortunate to experience one of the highs of my teaching career: my students participated in a live web chat with author Malcolm Gladwell.

As a part of our unit “Is the United States still a ‘Land of Opportunity?,'” my Humanities 10 students read Gladwell’s Outliers: The Story of Success.  We connected Gladwell’s concepts of deliberate practice, lucky opportunities, cultural legacy, family upbringing, and timing to the Industrial and Progressive Eras in U.S. History.  Students explored how titans of the early 1900s seized the “predictable and powerful set of circumstances and opportunities” that show “success is not a random act.”

Students carried their understanding of success over to issues of today, especially in terms of economic mobility and racism/xenophobia.  They read current Articles of the Week which expanded this conversation, such Leonard Pitts’ “Miss America and Social Media’s Ignorant Bigotry” and my favorite New York TImes Room for Debate piece.

So, like most of our History units, they read, researched, debated, and wrote arguments, and, finally, to make their learning truly authentic, this time they got to interact directly with the author!

We had the “lucky opportunity” and solid “timing” to participate in this live web-chat hosted by Goodreads.

To put it simply, the students were totally geeked. I mean, when I shared the video chat invitation with my sophomores, one student–who was being totally genuine–actually shouted, “Are you serious? We get to talk to Malcolm Gladwell!”  What made the experience even cooler–if I can fangirl a bit here–was that Gladwell answered a number of my students’ direct questions, one being the very girl who had gushed about the chance to talk to him.

I often hear about other savvy teachers bringing authors in to chat with their students.  I admit that, until this experience, I was really nervous about the engagement of my students, flexibility of my colleagues, and investment of time and planning, but, in the end, it worked out so well that I’m definitely going to seek out opportunities like this in the future.

As a ELA conclusion to this unit, the students just began reading The Other Wes Moore: One Name, Two Fates They’re doing profound work connecting Gladwell’s ideas about success to Moore’s question of fate.

Would you believe that yesterday I had a kid ask me when we’d be chatting with the author? So, Mr. Moore, when are you free?  We’re ready when you are. 😉

Tip for Teaching about the Race-Based Wealth Gap: Monopoly Roleplay

Q: How can I seriously fit a game of Monopoly into a rigorous, time-crunched curriculum? 

Each spring, as an entry event to my oppression unit—where we share To Kill a Mockingbird and discuss civil rights from post-Reconstruction to present day—I try to challenge the students’ assumptions about oppression (i.e. racism, sexism, class-ism, etc.) that exists today.  I’m not sure if it’s just the students in my rural school district or simply all fifteen-year olds, but my classes year after year seem to really struggle with this unit.  It’s not the content that is difficult to understand, but the “hidden curriculum,” if you will, is difficult from them to internalize.  For one, some of them naïvely think that once Dr. King expressed his dream, racism ended. Furthermore, they don’t see how past and present systems of dominance affect our current political, economic, and social landscape.

The Monopoly Roleplay, which I’ll explain shortly, creates a safe and uncomfortable simulation for students to experience some of the oppression that exists today, in particular how the race-based wealth gap impacts our society.

Q: What are the goals of this activity/unit? 

1. understand what oppression is
2. concede that oppression still exists today
3. not yield to pressures to discriminate
4. unlearn our own prejudices
5. work towards an egalitarian society

I know that I’ve modified the language in this list of goals, so I’m struggling to find the original source where I found it and apologize for the lack of citation.  Regardless, one of the most important aspects of this activity is to express our vulnerability and need to create a safe environment for all students.  A friend of mine always says that in order for people to experience true change, they must experience both discomfort and safety.  If we stay comfortable, we don’t feel a need to change.  If we don’t feel safe, we won’t take the risk and move towards change.  I always tell students that this particular set of goals get progressively more difficult to do as we move forward through them.  Depending on wherever each student is on his/her own life journey, each facing their own unique experiences, it’s important to explain that all students will begin and end in different places in terms of these goals, as much of this growth throughout the unit will be expressed through private, reflections.

Q: Where does this idea come from?

I will be the first to admit that this awesome activity is not of my own creation.  I originally learned about from an article in The Journal of Effective Teaching titled “Using Monopoly to Introduce Concepts of Race and Ethnic Relations.” When I was trying to find more information about it, I came across this description from Teaching Tolerance called “The Real Monopoly: America’s Racial Wealth Divide.”  They provide the most direct explanation, which I’m going to draw on below in the step-by-step directions.

Q: What materials do I need? 

Obviously, you’ll need a number of Monopoly games.  I didn’t want to buy a bunch of games, so I sent out a mass email to my district staff requesting boards. Thankfully, our Business Department at the high school has a bunch of them for one of their projects, so I try to communicate my borrowing requests with them in order not to overlap on our lesson plans.  To do the simulation, I set students up in groups of four, so you’ll probably need as many boards as this makes up with your particular class size.  If you can’t find this many boards, you could always operate the simulation as a fish-bowl observation as well.

Q: Okay already, how do we “play” this game?

Step #1: To start off the roleplay, I begin with a little fib: “Because we just finished our last big unit and you all worked so hard, today is going to be a game day.” Of course, they all cheer like we’re actually going to waste a day just playing games.  “But the thing is we have to make it a little interesting, so instead of playing by the normal Monopoly rules, which can drag a game out for days, we’re going to play a modified version.”  This always piques their interest.  At least a little.  I try to psych ’em up at much as possible, saying that it’s essential to be competitive and some trash talk is allowed. (Trust me: this makes for interesting reflection points later on!)

Step #2:  Before students get started with the game itself, we do a Quick Write on the following proposition: A good Monopoly player can be competitive even in a bad situation.  Since we’ve already created a community the loves debate, students have no problem arguing one way or another, trying to draw upon valid reasoning.  Certainly, if you have students that have never played Monopoly, they can substitute another multi-player, strategy game in its place.  The point is, I want them to lock down their original presuppositions in order to reflect upon them after the roleplay ends.

Step #3: I mix the students up however I see necessary at that point in the school year. Remember, we’re trying to create a safe yet uncomfortable environment, so all of the classroom community aspects need to be built up at this point. I can’t really imagine doing this activity at the start of the year when I haven’t gotten a good read on everyone and all their past interactions, but I’m sure y’all are rockstars are creating classroom community.

Step #4: Have the students set up the game boards and distribute the money according to the traditional Monopoly rules.

Step #5: As they’re doing this, I walk around to each group and number the students 1-2-3-4.  Sometimes, this is random.  Other times, it’s not.  You’ll see why in just a moment.

Step #6: Once everyone is all set and hyped up to go, I explain that their numbers correspond to different rules for each player.  On cue, I show the first slide (as seen below).  Student #1, which I try to assign to an easy-going kid that won’t mind taking notes, puts his/her money back in the bank and takes out a notebook and pen.  Once the Observers are ready, I share the subsequent slides.  Over the years, we’ve noticed interesting results from the observations recorded during the showing of the other students’ rules.  They always have really honest responses when they learn about their particular rule modifications.

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Step #7: Once everyone has a clear understanding of their rules, we begin to play.  The game generally lasts about 10 rounds in my class period.  Oddly enough, my hope is that at least one kid in the room goes bankrupt before we finish.  I don’t like to extend the roleplay over more than one class period because it loses some of the effect.  While the students are playing, I walk around also writing down snippets of their game comments.  I also try to keep surging up the competitiveness of the room.  “Oooh, he snatched up all the good property and you still can’t buy any!”  Remember a bit of rowdiness is good here.  When I hear a particularly revealing comment, I try to get the student to elaborate on the feelings during the game: “Awww, man, how did that feel when she took all of your money?”

Step #8: Before the class period ends, I collect the students’ final bankroll amounts, grouping them according to each specific role, along with the Observers’ conversation notes.

Step #9: Following class, I review and sort the comments and transfer them onto our unit presentation. It’s important to remove any student names at this point.  Because we will be discussing them together in class, it’s important that the Powerpoint slides become a neutral, third-party point.  This will maintain safety during the sometimes uncomfortable dialogue.

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Step #10: As a part of the discussion, I explain how these comments connect the struggle for Civil Rights across history. For example, like the Horses, Native Americans had their property confiscated by European colonizers. Like the Cars, most African Americans were not allowed to own property until after the Civil War – and even then, Jim Crow laws or biased business practices prevented them from buying property in many communities. We continue to discuss the concepts and reality of generational poverty and institutionalized oppression by close reading parts of this infographic on The Racial Wealth Gap.

Step #11: Students conclude this particular entry event by revisiting their Quick Write arguing whether “A good Monopoly player can be competitive even in a bad situation.” Students either rework their response based on their experience playing modified Monopoly or their further elaborate their original position with concrete examples from the game.

Each time I facilitate this experience for my students, I am amazed at the thoughtful and deep conversation that results.  I’d like to find more role-plays like this that promote empathy and broadening understandings.

If you have suggestions for other similar activities or modifications to this one, I’d love to hear ’em!

Tip for Teaching the Great Depression: Economics Roleplay

What is a role-play, simulation, or re-enactment?  I’ve learned that within the realm of Social Studies instruction, teachers use these different names and varying twists on methods to help students come away with a deep understanding of cause/effect, sequencing, and historical appreciation. Basically, role play is a “learning strategy in which students act the part of another character, thereby gaining an appreciation for others’ points of view as well an understanding of the complexity of resolving issues and problems in the real world.” In fact, it’s worked so well that the Battle of Gettysburg is celebrating its 150th re-enactment this year. Crazy cool, right?

Why not just use the textbook? In my class, when it comes to the 1920s and ’30s, students could just memorize textbook bullet points of cause and effect; however, they still would have a difficult time coming to the somewhat abstract understanding of where the money goes.  It isn’t until my sophomores see the money actually moving around the classroom that they can ask these deep, quality questions, like: “If we had so much money during the ’20s, how’d people lose it all in the ’30s?” “Where did the cash that was invested in the stock market actually go?” “Why couldn’t we just print more money?” “If “cred,” like credit, means believe, are we seriously just running on belief?”

Why not just lecture? Aside from the fact that an interactive lecture on the foreign and domestic economic policies of the 1920s-1930s would take days upon days, I’m willing to open up here and say: I’m a History Newbie. Extended lecture–while probably what my kids will receive in AP and college–is something that scares me.  I’ve been teaching English for a number of years, but I’ve only been teaching U.S. History since 2011. Based on the teacher certification spread at my school, it didn’t seem likely that I’d ever teach history, and now I find myself in love with my two-hour Humanities block.  Essentially, I think it’s my growing confidence in social studies instruction that has helped me (weirdly enough) identify that in this particular unit–where there is a lot of confusion–students need solid interaction that goes beyond a lecture. 

How did you design this roleplay? I have to put out a disclaimer, this role play, like all of my curriculum, is always in make-over mode, so it’s bound to change and adapt over time, but I basically designed the roleplay from the “script” laid out in my textbook. I took the sections on the Roaring Twenties and the Great Depression and shifted the paragraphs into actions and dialogue for my cast of students. This probably could be done with a lot units, but I don’t want to over do the roleplay option nor do I want to scaffold something that doesn’t need the breakdown.

Which characters are cast in this role play? — Basically, I started by gathering the cast of characters who are essential to the time period. When students come in to class, they randomly choose a Cast Card and find their way to their assigned desks,  which are labeled and arranged in my room based on the photo above. Some “characters” of course need more than one student to represent that role, like the U.S. Government needs two kids because there is some interaction within the government during the Tea Pot Dome Scandal, and other characters don’t show up until Act Two or Three during the New Deal.

  • President Harding (1)
  • President Coolidge (1)
  • President Hoover (1)
  • President Roosevelt (1)
  • U.S. Government (2)
  • French Government (1)
  • British Government (1)
  • German Government (1)
  • The Federal Reserve (1)
  • Bankers (1)
  • Stock Brokers (1)
  • Gangsters (1)
  • Social Activists (1)
  • Business Owners (2)
  • Upper Socioeconomic Classes (1) to show the 1%
  • Middle/Lower Socioeconomic Classes (#) to show the represented %
  • Farmers (#) to show the represented %

What kind of props do you need? — Before class, I prepare a basic set of props that help show the information in a concrete way:

  • “Beaton Bucks,” which is basically just a stack of fake cash that we pass around to buy products, pay off debts, invest in the stock market, pay taxes, and bribe government officials. TIP: It helps to have these lamented because kids are handling them for a few days. 
  • IOU Debt Cards to show installment buying, margin buying, and mortgage lending
  • 1920s Advertisement Products
  • Character Cast Cards and Desk Labels. 
  • Social Activist Protest Sign
  • Oil Reserves (we just use a bottle of hand lotion!)
  • Painter’s Tape and Masking Tape, which I lay out on the floor to represent the foreign and domestic economic policies.

How do the students actually move through the simulation? To move through the lesson, I act as “director” of a basic interactive lecture. Students “lazy act” just like we do during our reading of Shakespeare’s OthelloFor example, in one scene…

  • The citizens get up and pay taxes to the government
  • —> The US government trickles cash down to the businesses through tax breaks and incentives.
  • —> Business owners pass on raises to their employees.  
  • —> Employees purchase goods from the businesses through installment buying, stock from the broker through margin buying, and houses from the bank through mortgage lending. 

How do students take notes during the role play? I’ve tried a couple variations of notes during the role play. This year, we went with this “Game Board” method, and it seemed to work quite well. Students drew a mock-up of the “stage” across a double-page spread of their notes. Then, as we moved through each scene, they use different colors to represent different Academic Vocab terms. For example, the yellow line below represents Trickle Down Economics, the blue line is the Dawes Plan, the pink line shows consumerism and installment buying, and so on. 

How does the role-play inspire argumentative writing and debate? After each scene, students can review their notes to process them in another way. Often, we either stop to do a Quick Write or participate in a Pop-Up Debate, tackling one of our Essential Questions.  Some of the questions that I ask are as follows:

  • How might you evaluate Coolidge as President?
    • Consider his domestic economic policy, lack of social change, and foreign economic policy, known as the Dawes Plan
  • How did upper class citizens, middle/lower class workers, and farmers differ in regard to consumerism?
    • Consider the uneven wealth distribution, installment buying, margin buying, and mortgage lending
  • What were the primary causes of the Great Depression?
    • Consider the panic of Black Tuesday, the collapse of banks, the closing of businesses & unemployment, the rise in trade tariffs, and the impact on the global economy

How does the role play affect student understanding of current events? As we start shifting our conversation from the Great Depression to the credit crisis of 2008, the “stage” remains set according to the roleplay. We can then start to pass the money around simulating sub-prime mortgages and using leverage in investing. Ultimately, the roleplay makes these abstract and sometimes distant concepts become real in the hands of the students. 

How do you set up roleplays in your classroom? I’d love it if you provided links to roleplays, simulations, etc. that you’ve done with your students or offered suggestions for my lesson (Seriously! Challenge me. Raise my consciousness.) Hopefully, we can create a plethora of resources for one another.