“Simulation is an umbrella term that covers some interesting active-learning strategies—including role playing, simulation exercise and games and computer models—that allow students to practice and apply their learning” (Meyers and Jones 1993, 89; italics in the original). As this quote indicates, educational exercises, simulations give students the chance to apply theory, develop critical skills, and provide a welcome relief from the everyday tasks of reading and preparing for classes. Students “put on the skin” of another person and participate in the learning process. For the social sciences, where there are few absolutes or certainties, students can investigate the major questions of the discipline experientially. Comparison, analysis, and evaluation by students are the natural outcomes of this learning environment (Bain 2004; Meyers and Jones 1993). Simulations have become increasingly popular in the teaching of social sciences and, when done properly, they are effective. Shifting the focus from the teacher to the student provides more immediate feedback to the student than a lecture and exam some time in the future. Students immersed in the “game world” must actively demonstrate their grasp of the subject. As members of teams, students have increased accountability as well as assistance from their peers in learning (Bain 2004; Wheeler 2006). In addition to engaging students, simulations make complex theories clearer. Active participation in the knowledge experience, as opposed to being a passive observer, allows students to experiment and build their own knowledge base. A number of studies have shown that this approach increases comprehension, builds critical thinking skills, and improves retention (Asal 2005; Krain and Lantis 2006).