“More than Bringing History to Life: Experimental History as an Interactive Pedagogy”
By Lee Brice
There are currently a variety of interactive pedagogies available to teachers including computer simulations and the more complex Reacting to the Past role-playing games, a number of which are being used in Classics and History department settings. The interactive methodology that I will discuss in this presentation is experimental history, an approach that is often confused with reenactment. I will discuss how it differs from reenactment and why this difference can make experimental history an effective interactive pedagogy.
“Making History Come Alive: Reflections on 20-years’ Worth of Role-Playing Simulation Games, Exercises, and Paper Assignments”
By Gregory Aldrete
For the last 20 years, I have experimented with a wide array of role-playing exercises, incorporating them into every class that I have taught. In this presentation, I will briefly describe three categories of role-playing activities that have seemed to be particularly successful, and then will offer some observations about the potential risks and benefits of employing role-playing as a pedagogical technique.
“Reconvening the Senate: Learning Outcomes after Using Reacting to the Past in the Intermediate Latin Course”
By Christine Loren Albright
During fall semester, 2012, in an attempt to help students learn more about the Latin texts they were translating, the author incorporated the Reacting to the Past game Beware the Ides of March: Rome in 44 B.C.E. by Carl A. Anderson and T. Keith Dix into an intermediate Latin class, requiring students to compose and deliver speeches in Latin during the game.
“Reacting to the Past Pedagogy and ‘Beware the Ides of March, Rome in 44 BCE’”
By Carl A. Anderson and T. Keith Dix
Imagine a Roman history or culture course in which every student rises without prompting to address the class, students discuss the class on their own time with their classmates, are seldom if ever absent, write informed text-based position papers and essays, and conduct the class themselves while the instructor observes and occasionally answers questions. You have just imagined a session of “Reacting to the Past.”