AI-Proof Assignments?

Two unplugged activities I’ve used with consistently high impact are escape rooms and simulation games—both grounded in my use of the CAPPS framework (Context, Audience, Perspective, Purpose, Synthesis) for note-taking and source analysis. I explicitly challenge students to use CAPPS to uncover the “CAP”—the half-truths, omissions, and distortions often hidden within historical documents and mainstream narratives. This framing keeps students locked in during note-taking and pushes them to interrogate perspectives that are frequently absent, oversimplified, or flattened by AI-generated summaries.

Escape rooms have been especially effective for document review. I design fully paper-based puzzles that function as built-in checks for understanding, requiring students to analyze sources through a CAPPS lens in order to “unlock” each stage. Students are highly engaged, the work stays completely offline, and the cognitive demand remains rigorous. I’ve used this structure for unit reviews, DBQ preparation, and debate prep. During our French Revolution unit, I built an escape room using historical documents and aligned each station to the performance task questions. While it took significant time to create, the payoff was worth it—students were energized, deeply prepared, and delivered strong, evidence-based arguments in their writing and presentations.

Simulation games offer a different but equally powerful experience. For the Industrial Revolution, I designed an “industrial monopoly” game where students had to read historical sources, apply CAPPS analysis, make strategic decisions, and navigate the social and economic challenges of the time period. By forcing students to confront whose voices were centered—and whose were missing—the simulation strengthened their ability to analyze cause and effect while developing a more critical, human-centered understanding of history that goes beyond surface-level narratives.

After a decade in elementary administration and curriculum development, I returned to the classroom this year as a first-time high school history teacher. Teaching has always been part of my practice, but stepping into secondary content and older learners has pushed my own growth in new ways. One area I’ve been especially intentional about this year is how AI shows up in teaching, learning, and historical thinking.

I’m still finding my rhythm—but when I’m ready, I’ll start sharing more of what I’m building, trying, and learning along the way. If you want to follow the journey, you can find me on Instagram @MrsDixonDisrupts.

Two unplugged activities I’ve used with consistently high impact are escape rooms and simulation games—both grounded in my use of the CAPPS framework (Context, Audience, Perspective, Purpose, Synthesis) for note-taking and source analysis. I explicitly challenge students to use CAPPS to uncover the “CAP”—the half-truths, omissions, and distortions often hidden within historical documents and mainstream narratives. This framing keeps students locked in during note-taking and pushes them to interrogate perspectives that are frequently absent, oversimplified, or flattened by AI-generated summaries.

Escape rooms have been especially effective for document review. I design fully paper-based puzzles that function as built-in checks for understanding, requiring students to analyze sources through a CAPPS lens in order to “unlock” each stage. Students are highly engaged, the work stays completely offline, and the cognitive demand remains rigorous. I’ve used this structure for unit reviews, DBQ preparation, and debate prep. During our French Revolution unit, I built an escape room using historical documents and aligned each station to the performance task questions. While it took significant time to create, the payoff was worth it—students were energized, deeply prepared, and delivered strong, evidence-based arguments in their writing and presentations.

Simulation games offer a different but equally powerful experience. For the Industrial Revolution, I designed an “industrial monopoly” game where students had to read historical sources, apply CAPPS analysis, make strategic decisions, and navigate the social and economic challenges of the time period. By forcing students to confront whose voices were centered—and whose were missing—the simulation strengthened their ability to analyze cause and effect while developing a more critical, human-centered understanding of history that goes beyond surface-level narratives.

After a decade in elementary administration and curriculum development, I returned to the classroom this year as a first-time high school history teacher. Teaching has always been part of my practice, but stepping into secondary content and older learners has pushed my own growth in new ways. One area I’ve been especially intentional about this year is how AI shows up in teaching, learning, and historical thinking.

I’m still finding my rhythm—but when I’m ready, I’ll start sharing more of what I’m building, trying, and learning along the way. If you want to follow the journey, you can find me on Instagram @MrsDixonDisrupts.