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In this feature, two middle school social studies teachers share particularly outstanding lessons or topics they have taught their students this school year.
From Teacher Leah Stone
In Mrs. Stone’s social studies class, students didn’t just read about ancient Mesopotamia; they stepped into the dusty shoes of a scribe. Their hands-on exploration of cuneiform writing gave them a firsthand look at the tedious, intricate, and often frustrating process of communicating with clay and stylus.
Students discovered quickly that writing was far from simple. They learned how to hold the stylus and how to impress symbols into playdough to simulate the wet clay tablets used by the Mesopotamians. Unlike modern paper and pen, making a mistake was costly; they had to either smooth the clay or start over. The goal was to show that each symbol required intense focus and physical effort. As they pressed, smoothed, and pressed again, students gained a deep appreciation for the dedication required to master this complex system. They came to understand that cuneiform was not a simple one-to-one translation of the English alphabet, but a sophisticated system of pictographs and symbols where a single symbol could mean a word, a sound, or a grammatical element. This realization sparked conversations about the vast difference between their world and the specialized world of a scribe. Students walked away not only understanding the mechanics of writing but also with a greater appreciation for the profound impact this first system of writing had on the world.
From Teacher Sarah Shearer
Both sixth and seventh grade students have participated in multiple simulations this school year to better understand the difficult decisions people faced throughout history. In these activities, students take on roles as historical figures, leaders, or everyday citizens and are asked to respond to real-world challenges from the past. By making choices based on limited information, pressure, and competing interests, students begin to see how complex historical events were and why different decisions were made.
When studying the Punic Wars during the Ancient Rome unit, sixth grade students were divided into teams and assigned a country. They then worked together to decide the next moves they would make. Would they build up an army? Would they move forward and attack their enemy first? After losing battles, would they revise their strategy?
In another assignment seventh grade participated in a simulation to introduce Imperialism. Each group was assigned a country. The country they represented influenced the number of tasks that had to be completed before students could “claim territory” around the classroom. They learned why some countries automatically had the upper hand and why certain places were so highly desired. The room was covered in Post-it notes as students claimed valuable items, from the Promethean board to the microwave.
These simulations help students move beyond memorizing facts and instead develop empathy, critical thinking, and a deeper understanding of cause and effect. By stepping into the shoes of people from the past, students gain a more meaningful and lasting connection to history.
