Despite the growing availability and popularity of simulations and other active teaching techniques, many instructors may be deterred from using simulations because of the potentially high costs involved. Instructors could spend a preponderance of their time and resources developing and executing simulations, but such an approach is not necessary. Instead of investing a great deal of time and effort into running a complex simulation, I recommend developing low-intensity simulations, using three possible strategies: (1) using one's own scholarly research to develop simulations, (2) using current events as the basis for simulations, and (3) using student research to create simulations. These strategies provide a starting place for the professor who has held off on trying simulations before and practical information for the professor who is accomplished in using active learning techniques and wants to take the next step by designing his or her own simulation. (Contains 2 figures and 13 notes.)