Elicit non-trivial dialogue from students. Guide students to reflection and analysis of the experience. Encourage students to share their perceptions and beliefs. Summarize and review similarities and differences.

Analyze simulation data.

Objective: To process/analyze the experience.

Activity: 1) Conduct a debrief of the simulation in which students analyze the simulation using the K-W-L charting procedure. a) Label a sheet of newsprint, "What we know" or hypothesize about slavery and antebellum society. Label a second sheet, "What we want to know" about slavery and antebellum society. Label a third sheet, "What we learned" about slavery and antebellum society. Record and save student responses. Leave the third sheet blank for the later use. b) To foster maximum student involvement and to illicit the broadcast possible range of student responses, use the think/pair/share technique. 2) Raise questions to help students examine personal connections between the experience and their prior knowledge of slavery and its influence on the lives of individuals living before the civil war. For example: a) Several of you who played the role of slaves expressed hostility toward the plantation owner when he limited you to one piece of candy for all your work, while a few of you said nothing. How do you account for this difference in reaction? What does it suggest about how slaves might have coped with their enslavement? b) Continue the inquiry in like manner focusing on such issues as the relationship that seemed to emerge between and among various groups within the simulation. What does this suggest about the relationships that existed in antebellum society? What can we hypothesize about the impact of slavery on antebellum society in general? What do we need or want to know? 3) Tell the students that they will have an opportunity to be historians as they seek answers to these questions during this unit of study.

Assessment: Level of student involvement in discussion and quality of contributions to the group.