Fourth Grade Dives Deep in Social Studies Simulation
Have you ever stopped to wonder, What does it take to run a city?
For a recent social studies unit, fourth grade students considered this question—taking into account the variety of human, physical, and financial resources required to run a town. And after a couple of days of discussion, they decided that the best way to really come to grips with the practical complexities and interdependencies involved would be to establish and run their very own city!
“The idea grew with student input, and every student was engaged,” says teacher Denise Mouser (US’85, C’89), who seized the opportunity—and challenge—of supporting such large-scale, student-directed learning. “I needed to make sure this was more than something fun to do, that the students were really learning about complex, everyday issues” such as economics, politics, and the rule of law, she explains. “It was important to keep the students focused on the big ideas.”
Getting the city up and running
Having a couple of parent “experts” speak to the class—one about city planning and zoning; the other about starting and running a business—was a big help. The students realized how important it is for any city to have an administrative structure; a variety of economic activities, to ensure employment and tax revenues; and rules and regulations that apply to elected officials as well as citizens.
Among their first steps in getting “Star City” up and running was holding an election for the mayor and city council. More than 10 students delivered persuasive campaign messages, resulting in the election of a mayor, vice mayor, and a City Council.
The elected officials had to run several planning meetings, during which Mouser introduced them to Robert’s Rules of Order. This process involved practicing a good deal of patience and improving verbal communication skills as the students mastered the intricacies of drafting, proposing, seconding, and voting on motions to designate residential and business zones and decide on pricing for those properties. Various “entrepreneurs” then presented proposals to the Council for permission to run businesses—which included a snack shack, an arts-and-crafts studio, a video game parlor, desk-tidying services, and a local newspaper, among others.
Naturally, all these property and business transactions required financing, so a bank was set up, and students learned about loans, interest payments, and check writing. They also had to figure out how many employees they needed and how much to pay them—using specially minted “Star dollars.”
Opening the city’s gates
Finally, the city was ready to host “tourists” (students from kindergarten and first grade). Mayor Warren and Vice Mayor Anna welcomed the visitors and explained the setup of the town. The visitors each received a handful of Star dollars that they were free to spend at any location. Not surprisingly, the Snack Shack, with its popcorn and mini cupcakes, was very popular, as was the LEGO area, where visitors could purchase 15 minutes of playtime. While the tourists milled about, the Mayor and Vice Mayor kept an eye on proceedings, and the two bank staff were busy accepting deposits from businesses, writing out checks for workers’ salaries, and recording loan payments.
At one point, a somewhat harried Mayor noted, “Sometimes this job is very hard—when people have complaints and we have to fix things so they are happy.”
Authentic learning
In reflecting on the experience, Mouser notes that the activity provided multiple opportunities for authentic learning, as the young learners discovered the importance and benefits of being adaptable, creative, and entrepreneurial in any situation:
- The real-life business and government examples shared by visiting “parent experts” were taken to heart by many of the students. “Being a city employee is a big responsiblity to the people you work for,” said one of the officials. “You have to always do the right thing because you are a role model.”
- The process of figuring out what kind of business or job one wanted was challenging. Some students learned the hard way that what they liked to do might not be something others wanted to buy or pay for. “You have to have the right price on your items and make sure people want what you are selling,” said one student. “That’s supply and demand!”
- Instances when the “Police Chief” fined citizens or regulatory decisions seemed arbitrary became opportunities to discuss how one might deal with or dispute government actions or decisions.
It’s clear that the understanding, confidence, and skills gained from this simulation will stand the students in good stead—not only as they move on to a range of other topics in social studies, but as they practice their newfound skills of inquiry, critical thinking, communication, and collaboration in all areas of life.