Weekly Reflection #7
Coding with Anna and Elsa
This week, I tried my hand at coding for the first time using Code.org’s Code with Anna and Elsa game. While I didn’t really know what I was doing at first, I finally got the hang of it and was able to pass several levels. This allowed me to gain some basic skills into block coding.
Screen capture of the Anna and Elsa coding game
Computational Thinking in Social Studies
Computational thinking involves skills such as decomposition, pattern recognition, abstraction, and algorithmic thinking. Although these skills are commonly connected to coding, they closely resemble the processes historians and social scientists use to analyze the past. For example, when students study a major historical event such as World War II, they must break down the topic into smaller, interconnected factors including political decisions, economic pressures, and cultural influences. This mirrors the computational thinking practice of decomposing complex problems into manageable parts. Similarly, identifying patterns in historical events (such as recurring causes of conflict or social change) reflects pattern recognition, another core element of computational thinking. Coding activities could offer creative ways for students to demonstrate their understanding of these relationships. Using a visual coding platform such as Scratch or Twine (Rich talked to us at length about Twine and how to use it during a guest speaker appearance in one of our classes last semester), students could design interactive stories where players make decisions as historical figures or communities. Each decision could lead to different outcomes, allowing students to explore how choices shape historical events and emphasizing the importance of cause and consequence, a central concept in Social Studies.
On the other hand, it is important to approach computational thinking critically within Social Studies. Human history and social issues are often messy and multi-dimensional. They are often shaped by multiple perspectives. If complex events are reduced to simple step-by-step systems, there is a risk of oversimplifying the past or suggesting that history follows predictable formulas. With that in mind, computational thinking should be used primarly as a support for inquiry and exploration.
Gaming in the social studies classroom
When it comes to gaming in the classroom, games could offer another way to make Social Studies learning more interactive and engaging. Rather than passively receiving information, students can explore ideas through simulation, decision-making, and problem solving. By placing learners in active roles, games can help them better understand the systems and relationships that shape societies. For example, simulation-style games can help students see how political, economic, and environmental factors interact within a society. When players must make decisions about resources, governance, or social issues, they begin to recognize how different factors influence one another. However, gaming in education also requires careful consideration. Not all educational games align well with learning goals, and some prioritize entertainment over meaningful understanding. In Social Studies, games can also unintentionally simplify complex historical realities or reinforce particular perspectives. They could also just downright be useless as well. Only certain games will actually align with curriculum. With that being said, a teacher needs to act with digression in regard to choosing which games to incorporate into their classrooms.
Examples of games you could use in a social studies classroom:
There are several different examples of games that you could play in a social studies classroom. After combing the internet for a few, a couple of my favorites include:
This simulation breaks down the basics around game theory and cooperation vs. betrayal. It is great for application for studying causation in wars, diplomacy, or similar topics. It can be used in a context of teaching the First World War.
Screen capture of Evolution of Trust
This game simulates war by allowing players to take control of a country’s armed forces to try and conquer Europe. It is similar to the board gam risk. There is no violence at all and is merely about strategy.
Screen capture of Diplomacy
Principles of game design:
We learned in class that in order for games to be effective they must align with the curriculum and must actually be fun or enjoyable for students. Shane Twaddell highlights several non-negotiables when it comes to game design and creating authentic learning situations. It is quite possible for games to cross the threshold from authentic to a waste of time, and the teacher must make sure that these principles are present to ensure that this doesn’t happen. These principles include (but are not limited to):
- Make the System Visible – Systems are all around us. Economic incentives, political constraints, or social hierarchies create very real limits on human behavior and shape how historical events have unfolded.
- Decision Must Matter – Games can only function as intended when choices have real consequences. Students need to consider trade-offs, limited resources, uncertainty, or risk in a way that mirrors real world or historical dynamics.
- Roles Create Perspective – Giving students roles forces them to consider how different actors perceive events and how agency functions.
- Keep Cognitive Load Appropriate – Don’t overload students with rules. A simple mechanic that models one key idea is more powerful than a complicated system that tries to do everything at once.
- Build in Reflection – The game is only half the lesson; the debrief is the other half. Students must connect their experiences back to the concept being taught, historical case-study, or essential question.
Sources:
Twaddell, S. (2025 November 16). Games and simulations in social studies. Coffee House Historian: Teaching Historical Thinking. https://coffeehousehistorian.com/2025/11/16/games-and-simulations-in-social-studies/