Teaching Social Movements with a Sustained Simulation of Police–Protester Contention: The Hypothetical Case of the Contested Election of 2024

ABSTRACT This case study reviews a social movement course that centered on a 10-week simulation of a contemporary contentious event in Washington, DC, involving six movement organizations and four police agencies. To our knowledge, it is the first classroom simulation of a Trump-era police–protester contentious episode or of any political science simulation that places an episode of insurrection in the contemporary United States. Three goals animated this project: (1) promote learning concerning extra-institutional political conflict in the American case; (2) combine scholarship and role playing to explore the dynamic interaction of movement, countermovement, and enforcement organizations; and (3) teach the complex relationship between social science theory and political practice in an engaging way. Students used theoretical frameworks drawn from the literature to assess and develop protest capacity and repertoires for their assigned organization and chose strategic goals and tactical means to attempt to generate political leverage. Student organizations made concurrent “moves” and instructors iteratively developed the contentious episode. This article discusses the results of students’ evaluations of the simulation. In addition to extensive online appendices, it provides a detailed explanation and design for instructors who are considering a similar approach.