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  • Student Postmortem: Reliving the Revolution

    [08.31.06]
    - Karen Schrier


  • FeatureWhat Went Right

    Fun, enthusiasm and engagement. The participants were really excited about playing the game; they were motivated to find the virtual items and figures, collect and analyze the evidence, and debate what happened in Lexington. They enjoyed acting like historians, and having the responsibility to solve a “real” history mystery.

    Lots of learning. Participants learned a lot more about the historic figures, sites, and issues involved in the Battle, but they also practiced important critical thinking skills, such as analysis and interpretation.

    Learning
    Collaborations. The participants worked well together, and learned more because they were sharing tasks and bouncing ideas off of each other all throughout the game. The debate at the end of the game helped solidify learning by allowing them to collectively interpret evidence, argue their views, and share conclusions. In each trial of the game, participants came up with a distinct, but well-supported solution as to what happened in Lexington and who fired the first shot.

    Authentic experience. Participants believed the game’s content to be authentic, and therefore, treated it more seriously. They collected, compared, and critiqued the evidence as if it was real, so their learning became more authentic as well.

    Multiple views. By looking at the Battle of Lexington through the eyes of a historic figure, participants started to consider that there could be multiple, valid perspectives on a historic moment. They also started to make connections to current events—and wondered aloud whose history would show up in the textbooks of the future.

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