Although roleplay and simulation exercises in the classroom are an entertaining way of bringing history to life, it is too easy to regard them as stand-alone gimmicks to provide a little light relief to an otherwise tedious scheme of work. Even worse, it is easy to slip into the mistake of treating re-enactments and hot-seating activities as somehow frivolously incompatible with rigorous academic teaching: especially as students get older and the pressures of covering syllabus content increases.
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