I'm a teacher who got tired of class feeling flat.

It started with a worksheet I was embarrassed to hand out.

For years I taught the Gilded Age the way I was taught it: read the chapter, answer the questions, move on. My students could define "robber baron" on a quiz and forget it by Friday. They were reading about history. They were never inside it.

So I learned to code. Nights and weekends, I built a small simulation where students had to run a steel empire in 1892 — make the call on the strike, live with the consequences, and defend the choice to the room. The next morning my class didn't sit quietly. They argued. About history. For forty-five minutes.

Everything in The Simulation Lab is built on that one idea: students learn by making the decisions, not by summarizing them. Every simulation runs in a browser, drops into Google Classroom with a single link, and is ready in under two minutes — because I built them for my own third-period class, not a demo reel.

It didn't stay in history class for long. An English teacher down the hall wanted the same thing for peer editing. Then the science department asked for claim–evidence–reasoning. Then geography, then psychology. So I kept building — and The Simulation Lab now spans ELA, science, AP Human Geography, and AP Psychology, all running on the same engine I tuned in my own room.

I still teach full-time. Every simulation is written, run, and rebuilt in real classrooms with real teenagers before it ever reaches the store. If something doesn't spark a debate, it doesn't ship.

No prep. No installation. Just students arguing.