Desert Island Simulation Activity

Sociology in Practice: Island Simulation Teacher Guide

Thank you so much for having purchased my simulation activity and materials. In my experience, simulations have been the best way to make content come to life in the classroom to create enduring learning. This specific simulation was designed to start my sociology course off. I reference it throughout the semester when discussing big ideas like power dynamics, social desirability, and social institutions. I think this simulation also works well at the end of the course. It can also be easily adapted by changing the questions up a little to work in a government class, a psychology class, or a leadership class. Ultimately, I’ve found simulations like this work best as a template of sorts– it is creativity in the classroom that really brings them to life! Have fun!

Chronological Directions

1. As a first step, if possible, I like to arrange the room in a way that creates separation between the 4 groups (or however many groups you choose to have). The ideal group size I’ve found to be between 5 and 7. This allows for diversity of opinion and a talkative environment, but doesn’t result in as many students not participating. As always, balancing student personalities is often a good strategy if you know your students well already.

2. Day 1. First, take some time to overview the simulation. I recommend displaying slides 2-7 on opening day and take your time answering questions. Most questions can be answered on your own discretion. For example, “is there hope of rescue?” you can answer in any fashion. Or not answer! A common question you will likely be asked is “how did we get a map for an island we didn’t know existed”? To which I usually respond, “magic!”.

3. Next, give students (or assign on Google Classroom, if applicable) the Day 1 Worksheet. The worksheet will walk students through the tasks of the first day, which include naming their village, creating 10 rules for their new society, deciding how power will be wielded in the community (Pure democracy? Dictatorship? Oiligarchy?), and how they will explore the land. That, paired with discussion, should wrap up day 1 depending on the length of your periods.

4. In between Day 1 and 2 you will want to gather announcements. I like to get creative and respond to what students discussed yesterday. For example, what happened to the scouts they sent out? Did they simply disappear? How did the people respond to the newest 10 rules? Was there a mutiny? Were the scouts met by hostile locals? Did the scouts discover additional food or clean drinking water? Were they able to meet up with another group? If so, are there talks to combine the two villages? If so, who will retain power? The possibilities are quite literally limitless.

5. Day 2. Make sure to hand out the Day 2 Worksheet. Start by making the announcements you decided on based off of day 1. Additionally, announce that a few people are seriously hurt from the crash and some seem to have fallen ill. The medical area is over-run, and the leader(s) need to establish who gets priority for medical attention. Students can then decide what will happen to rule breakers, what the plan is for food and shelter, and if there is time, they can draw or create a layout of their simple village.

6. Again, in between Day 2 and 3 you will think of and possibly write down announcements. All the prior possibilities are in play and more! The mingling between groups tends to create the most fun classroom environments, I think.

7. Day 3. Make sure to hand out the Day 3 Worksheet. Presumably the simulation could go on longer, but this is the last day with provided materials. Make your written announcements, and also announce that a small child who speaks no English has entered their villages and pointed out “Hobbes Cave” on their maps. I named the cave after Thomas Hobbes, so I think it is fair game for bad things to happen to scouts sent to explore there. Totally up to you, however. Continue to press students on things like the structure of their society, power dynamics, and their interactions with other groups or lack thereof.

8. Day 4. I like to spend one day at the end as a reflection day. I start by announcing how the game ended and explaining how the game relates to content we will learn this year (or have already learned). I also assign the Day 4 Worksheet to collect reflections. 

9. Make any adjustments or additions as needed, and feel free to provide me feedback on the project! I really enjoyed making it and hope you enjoy it too.

With further questions, reach out to me at tristanjbernhard@gmail.com.

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