While the web is full of great resources for the history classroom, you’ll have to narrow your search in order to find simulations. The most efficient way to start is to head to sites offering lesson plans, and to search within them for simulations.

One great resource for lesson plans is the work of Teaching American History grant partners, which is often posted online. The Danbury, CT TAH project, for instance, has a number of lesson plans on its website, including a number of simulations relevant for an American history class. Fitchburg State University also has a number of lesson plans online, including a simulation on the causes of the Civil War.

Another kind of web resource to explore is the work of states and school districts. One good example of this kind of resource is SCORE, the Schools of California Online Resources for Education site, which has a number of resources for classroom teachers including simulations for U.S. history classes. Some come from outside sources like Harper’s Weekly online, which hosts a simulation on Reconstruction, while others, like a simulation on immigration, are created by classroom teachers.

Colleges and universities are also rich sources for materials, often providing creative approaches to classroom instruction. The University of North Carolina School of Education has a number of lesson plans and ideas online, including a simulation on fugitive slaves. Columbia University, through Columbia American History Online, also offers lesson plans, like a simulation of pre-Civil War efforts at compromise.

Yet another good place to look for resources is an aggregating site like Best of History Websites or the National History Education Clearinghouse. At the former of those sites, you can find links to resources like the Day in the Life of a Hobo podcast—a creative simulation focusing on the Great Depression. At the latter of those two sites, you can find a number of resources, including a link to a simulation game exploring the impeachment of Andrew Johnson. Interact also has classroom ready simulations about U.S. and world history, which can be purchased by your school.

Good luck with your search!

Ah yes…your question captures a problem many history teachers face. First, let us congratulate you on engaging your students in the raw materials of the discipline and persisting even when the going proves difficult. Syntax can be a major stumbling block for students when reading older texts: we recommend scaffolding and careful preparation of the documents to help your students meet the challenge.

Careful Preparation of Documents
See our guide on adapting and modifying documents for ways to make difficult documents more accessible for students. Keeping those documents short, defining difficult vocabulary, and even simplifying syntax (while letting students know that you’ve done so) can help. See the Reading Like a Historian curriculum from the Stanford History Education Group for examples of carefully prepared 18th century documents. The Hamilton vs. Jefferson plan includes two 18th century letters that have been modified. Find our entry about this curriculum here.

One thing to remember is that students need to experience some success with reading difficult documents to want to persevere with them. Carefully prepared documents, especially at the beginning of the school year, can be critical to this.

Scaffolding
There are many ways to support students’ reading of difficult documents. Here are a few strategies.

Background knowledge about what students are reading can help them make sense of the text. Consider what they need to know about the times and the event before they read and then use a short lecture, a headnote, a textbook excerpt, or another method to help them gain that background knowledge. Going a step further, for a very difficult document you may want to give them a short summary (1-3 sentences) of what the author is talking about.

Modeling how you read the document can be helpful too. This allows students to see how you also struggle with the language and the strategies you use to make sense of it, like rereading, monitoring your understanding, and asking questions. See this entry for an introduction to Reading Apprenticeship, an approach that focuses on reading and thinking aloud together to help students become better readers. Also see historicalthinkingmatters.org for examples of “think-alouds” where students and historians are shown making sense of historical documents using specific historical reading strategies. (find one example here.)

Teaching some explicit strategies can also help. This guide has ideas for teaching students to annotate documents, something that can help them learn to monitor their own understanding and seek out help when needed. Also see work done at the Oakland Unified School District in California for examples of guiding students to figure out what an excerpt says before any analysis. See an example here: scroll down to the question, “Was the creation of the U.S. Constitution good for the people of the United States?” Then look at the assessment and support materials for that question and you will find, on page 4, one example of how they do this.

A short introductory activity where you focus on the difficulties of making sense of unfamiliar syntax can be helpful. Use difficult syntax from our own times (a song or poem) to help students recognize their task and specific strategies for pushing through to understanding.

More Resources
In our lesson plan reviews, find plans that can inspire ways to work with text that is difficult for students. See this one on the Preamble to the U.S. Constitution or this one on the Declaration of Independence. Both of these are for younger students, but both show the necessities of slowing down to read the documents and focusing on short pieces of text.

You may want to also check out this response that reiterates some of what I've said here.

And remember, it’s the beginning of the year. You will, hopefully, have these students for many lessons and helping them learn to slow down, monitor their reading, and strategize when they are stuck will happen with multiple and varied chances to practice these skills.