document resume - eric · document resume. so 005 848. charles, cheryl l., ed.; ... listings of...

ED 077 826

AUTHORTITLE

INSTITUTION

SPONS AGENCY

REPORT NOPUB DATENOTEAVAILABLE FROM

DOCUMENT RESUME

SO 005 848

Charles, Cheryl L., Ed.; Stadsklev, Ronald, 'FA.Learning with Games: An Analysis of Social StudiesEducational Games and Simulations.ERIC Clearinghouse for Social Studies/Social ScienceEducation, Boulder, Colo.; Social Science EducationConsortium, Inc., Boulder, Colo.National Inst. of Education (DBEW),-Washington, D.C.;National Science Foundation, Washington, D.C.ERIC-CHESS-REF-SER.N0.7; SSEC-PUB-15073175p.Social Science Education Consortium Publications, 855Broadway, Boulder, Colorado 80302 ($4.95)

EDRS PRICE MF -$0.65 BC -$6.58DESCRIPTORS Anthropology; Civics; Classroom Games; Directories;

Economics; *Educational Games; Elementary. Grades;Games; Geography; History; *Instructional Materials;Political Science; Psychology; Resource Guides;Secondary Grades; *Simulation; Social Sciences;*Social Studies; Sociology

IDENTIFIERS *Instructional Materials Analysis

ABSTRACTSeventy social studies educational games and

simulations, designed for K-12th grade, with many applicable toadults, are described and analyzed in the major section of this book.Each of the analyses is divided into eight categories and provides anoverview of tAAe game; a description of the physical qualities andcost of the materials; suggested time required to play the game;intended user characteristics; rationale and general objectives;basic concepts, generalizations, trends, themes, or simulatedsituations which are the basis for the content of the materials;procedural activities and responsibilities of students an teachers;and evaluative comments. Arrangement of the analysis isalphabetically by game title. Games are cross referenced bydeveloper, grade level, publisher, subject area and miscellaneous. Inaddition to the analyses the book contains: 1) an extensive list ofsources and resources on the development and use of educational gamesincluding an annotated bibliography of books on simulation design anduse, listings of game bibliographies and directories, variousdevelopers in the field of social studies, and several newslettersand journals dealing with simulation/games; and 2) an AbbreviatedGames and Simulation Guide which includes a list of over 250 gamesavailable in social studies education but not analyzed in theprevious section of the book..(Author/SJM)

4:1111L-,

, 7.9M1197i :eft ea,

,11+2,111,01:11.111.M.MV.034

9ZtiLLO ci

IVeM*Areopowoom

SI

9409.s 00#s

-PERMISSION TO REPRODUCE THIS copy.liGHTEo MATERIAL HAS BEEN GRANTED BY

ERIclTO ERIC AND ORGANIZATIONS OPERATINGUNDER AGREEMENTS WITH THE NATIONAL IN.Sir uTE OF EDUCATION FURTHER REPRO-DUCTION OUTSIDE THE ERIC SYSTEM RE.CLIMES PERMISSION of THE cOPyFIGHTOWNER-

LEARNING WITH GAMES:

AN ANALYSIS OF SOCIAL STUDIES EDUCATIONALGAMES AND SIMULATIONS

edited by

Cheryl L. Charles and Ronald Stadsklev

published jointly by

The Social Science Education Consortium, Inc.(Publication 150)

and

The ERIC Clearinghouse for Social Studies/Social Scien. It Education(ERIC/ChESS Reference Series No. 7)

Boulder, Colorado

1973

1

The work reported herein was supported in part by grantsand contracts made by the National Institute of Educationand the National Science Foundation. Points of view oropinio,ns do not necessarily represent official governmentposition or policy. No federal funds were used in the printingof this book.

Cover design: Jane lle Harden

Printed in the U. S. A. by

Pruett Press, Boulder, Colorado

Library of Congress Catalog Number:73-77317

This publication may be purchased from:

The Social Science Education Consortium, Inc.855 Broadway

Boulder, Colorado 80302

Copyright 0 1073, by Social Science Education Consortium, Inc., Boulder, Colorado 10302. Allrights reserved. Reproduction in whole or in part without written permission is strictly prohibited.

TABLE OF CONTENTS

Preface

Sources and Resources for Games and SimulationsSources on Design and Use 1

Directories and Bibliographies 4Major Developers 5Newsletters and Journals

Introduction to the Analyses 9

70 AnalysesAbolition: An American History Simulation Game 11American History Games 13Armada --s. 15Baldicer 17Blacks and Whites 19Campaign 21City Hall 23College Game, The 25Conflict 27Confrontation 29Consumer 31Crisis 33Culture Contact 35Czar Power 37Dangerous Parallel 39Democracy 41Dig 43Discovery 45Disunia 47Drug Attack 49Ecology 51Economic Decision Games 53Economic System 55Ecopolis 57Empire, Game of 59Equality 61Explorers I 63Extinction 65Family Life Income Patterns (FLIP) 67Farming, The Game of 69Generation Gap 71Ghetto 73Grand Strategy 75Hang Up: The Game of Empathy 77Hard Rock Mine Strike 79

Hat in the Ring: The Presidenital Nominating GameInfluenceInner-City PlanningInter-Nation Simulation KitLife Career

Litterbug--------- .. . ... . ... . ... . .. ............. . . .... ---- -- .. . .... .....MarketMetropoliticsMulberry

818385878991939597 1

Napoli 99New Town 101Peace 103People in Action 105Pollution: Negotiating a Clean Environment 107Portsville 109Powderhorn 111Propaganda 113Pursuit 115Queries 'n Theories 117Radicals vs Tories 119Redwood Controversy, The . 121Roaring Camp 123Sitte 125Starpower 127Sunshine 129System 1 131Tracts 133Trade-Off at Yalta 135Transact 137Triangle Trade 139Union Divides, The 141Values in Actioh 143Wheels 145Words and Action 147Youth Culture Game, The 149

Cross ReferencesDeveloper 151Grade Level 152Publisher 155Subject Area 156Miscellaneous 157

Abbreviated Games and Simulations Guide 159

a.

PREFACE

In the last decade, simulations and games have come into common use inthe classroom. Teachers use them to motivate student learning, to promotestudent interaction, to present a clearer picture of real-life situations, and toprovide an opportunity for direct student involvement in the learning process.These goals are particularly desirable in social studies classes, where the topicsof anthropology, economics, geography, history, political science, psychology,and sociology are intimately related to the student's immediate world.

As the use of simulations and games in social studies classrooms has increased,the need for an analytical look at these activities has become apparent. Teachersneed to know what can be accomplished by using simulations and whether theirstudents can use them successfully. A number of good directories and bibliog-raphies have been published, but for the most part they contain only brieflistings of games available, and little or no information on how and when touse them.

The Social Studies Curriculum Materials Data Book was an early attempt atproviding such analytical information. First published in October 1971 by theSocial Science Education Consortium, Inc. (SSEC), it included analyses of 20simulations and games. In March 1972 a supplement of 22 games and simu-lations was added. The March 1973 supplement brought the number of gam6Sand simulations analyzed up to 70. The Data Book also includes 73 analyses ofmaterials from social studies projects and 42 textbook analyses.

In an effort to make the games and simulations analyses available at lowcost to classroom teachers, we are publishing here the 70 analyses contained inthe Data Book. In addition, we have provided an extensive list of sources andresources on the development and use of educational simulations and games.These include an annotated bibliography of books on simulation design andimplementation; and listings of bibliographies and dirwtories, various gamedevelopers in the field of social studies, and several newsletters and journalsdealing with simulations and games.

The 70 analyses follow the Sources and Resources section. These analysesinclude games which can be used in a wide range of social studies topic areasand at kindergarten through adult levels. Readers may use the Cross Referencesection, following the analyses, to locate games by de eloper, grade level, subjectarea, and publisher.

In the Abbreviated Games and Simulations Guide we have attempted toinclude an exhaustive list of games available in social studies education butnot analyzed in the previous section of the book. The Guide contains a listingof 80 producers of over 250 simulations and games and gives brief descriptiveinformation on each item. Many of the games listed in this section are availablefrom Social Studies School Service, 10000 Culver Blvd., Culver City, California90230, as well as from the publisher.

t-

Major work on the compilation and editing of Learning with Games wasdone by Cheryl L. Charles and Ronald Stadsklev. Charles is currently SocialScience Chairman at Trevor G. Browne High School, Phoenix, Arizona. As aformer Staff Associate with the SSEC, she did the major editorial work on theData Book and its Supplements. In her capacity as editor, Charles has partici-pated in a majority of the simulations analyzed for the Data Book. She haswritten a number of the analyses and assisted in the compilation of the Sourcesand Resources section of this book.

Ronald Stadsklev, former Teacher Associate with the SSEC, has been deeplyinvolved in the implementation and use of social studies games and simulationsfor some time. He has conducted many workshops for teachers on the use ofsimulations in the classroom and has tested many simulations in his own classesat Concordia Teachers College, Seward, Nebraska. Stadsklev is a contributingeditor to Simulation/Gaming/News. He has assisted SSEC by identifying gamesto be analyzed for the Data Book and by writing many of the analyses. Inaddition, he compiled the Abbreviated Games and Simulations Guide.

Besides Stadsklev and Charles, the following people have written analysesof games and simulations: Jack E. Cousins, James E. Davis, Sharon B. Ervin,Frances Haley, Stanley Kleiman, Merle M. Knight, Tedd Levy, Alan Markowitz,Andrea Meier, Fran Pratt, Thomas E. Roberts, Mary Jane Turner, ElizabethWatford, and Robert Watford.

1

Mary Jane Turner, who is the current editor of the Data Book, edited the26 analyses which comprise the March 1973 Supplement. My own role has beento give editorial assistance on the Data Book and to do the final editorial workand compilation of Learning with Games.

We wish to give special thanks to the many SSEC staff members who assistedwith the production of this book, particularly the secretarial staff of the SSECfor their long hours in typing the final manuscript, and to Irving Morrissett,Executive Director, for his constant encouragement and support.

Frances HaleyJanuary 1973

SOURCES AND RESOURCES FOR GAMES ANDSIMULATIONSSources on Design and Use

Games and simulations are a recent and promising addition to social studiesclassrooms. Described below are a few selected sources which provide insightsinto the nature, uses, and limitations of games and simulations.

Abt, Clark C. Serious Games. New York: The Viking Press, Inc., 1970. 176 pp.Serious Games is concerned with games for use in schools, government, andindustry. One of the best known games developers, Abt focuses in this bookon the objectives and potential benefits of game use, on game design, andon evaluation of gaming.

Adair, Charles H. and John T. Foster. A Guide to Simulation Design. Talla-hassee, Fla.: Instructional Simulation Design, Inc., 1972. 140 pp. Adair andFoster have outlined systematic specifications and aids for models, mediaselection, and evaluation in simulation development, for use in formal andnon-formal education.

Armstrong, R. H. R. and John Taylor, eds. Instructional Simulation Systems inHigher Education. Cambridge, England: Cambridge Institute of Education,1970. 216 pp. This book is a collection of readings intended to provide anintroduction to the use of simulations in higher education. The readingsfocus on theory, rationale, and case studies of simulations used for educa-tional purposes.

Barton, Richard. A Primer on Simulation and Gaming. Englewood Cliffs, N. J.:Prentice-Hall, Inc., 1972. 239 pp. Barton introduces the novice to the fieldof computer simulation and F;ves an overview of activities in computersimulation. The reader does r seed thorough grounding in mathematics toread and understand the book.

Benson, Dennis. Gaming: The Fine Art of Creating Simulation,'Learning Gamesfor Religious Education. Nashville, Tenn.: Abingdon Press, 1971. 64 pp.This book provides examples and instructions for teachers and students toconstruct educational exercises and games. A unique feature of the book isthe inclusion of two 331/3 rpm records describing 11 games as illustrationsfor potential game designers. Aw...-Aigh the title indicates games for religiouseducation, the techniques described by Benson can be used regardless ofsubject area.

Boocock, Sarane S. and E. 0. Schild, eds. Simulation Games in Learning.Beverly Hills, Calif.: Sage Publications, Inc., 1968. 279 pp. This book is avaluable resource which encapsulates much of the research and recent thinkingon simulation games and their uses in social processes and education. Oppos-ing viewpoints on the usefulness of Tames are discussed, and directions arecharted for further developments in the field.

Carlson, Elliot. Learning Through Games. Washington, D.C.: Public AffairsPress, 1969. 183 pp. Learning Th)-)ugh Games is one of the easiest and mostreadable books on educational games. Following an introduction to the usesof simulations and games for instiuctional purposes, the author deals with

1

1

i

case studies of games used in school classrooms. He concludes with a dis-cussion of the effects of games used in schools.

Cop lin, William, ed. Simulation in the Study of Politics. Chicago: MarkhamPublishing Company, 1970. 365 pp. Based on a symposium which took placeat Wayne State University in 1967, this book is a collection of readingsdealing with various models for simulation development. A basic book inpolitical science and gaming, it tends to take an academic approach.

Forrester, Jay. Urban Dynamics. Cambridge, Mass.: M.I.T. Press, 1970. 285 pp.This sophisticated book deals with the use of highly computerized simulations.The simulations described are focused on the interrelationships of urbanplanning.

Forrester, Jay. World Dynamics. Cambridge, Mass.: Wright-Allen Press, Inc.,1972. 142 pp. W 21d Dynamics discusses the use of simulations to under-stand the interrelationships of world social systems and world ecology.

Gordon, Alice Kaplan. Games for Growth. Palo Alto, Calif.: Science ResearchAssociates, Inc., 1970. 205 pp. In this easy-to-read book, Gordon examinesthe rationale of game use, discusses the positive and negative aspects ofgames, briefly describes over 45 games which are available today, giveshelpful hints to the teacher who uses games, and reviews the research whichhas been done on educational games. The book contains a bibliography ofgames and simulations literature.

Guetzkow, Harold, et al. Simulation in International Relations: Developmentsin Research and Teaching. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1963.248 pp. This work is a treatment of the use of simulations in teaching inter-national relations and was written f.s a follow-up to Guetzkow's work onsimulation in social science.

Guetzkow, Harold, et al. Simulation in Social and Administrative Science: Over-view and Case-Examples. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1972.768 pp. The authors review developments of the last decade in simulations inthe area of social and administrative science. Case examples of simulationsin these areas are presented, and a final section examines methodology andtheory in simulation development.

Guetzkow, Harold, ed. Simulation in Social Science: Readings. Englewood Cliffs,N.J.: Prentice-Hall, Inc., 1963. 199 pp. A classic in the literature, Simulation,in Social Science was one of the first books to deal with simulation gamingon a simplified level. Computer simulations as well as non-computer simula-tions are discussed. This book provides an excellent introd action to uses ofsimulation in economics, political science, psychology, and sociology.

Hermann, Charles. Crises in Foreign Policy: A Simulation Analysis. New York:Bobbs-Merrill Company, Inc., 1970. 234 pp. This is a sophisticated attemptto show how simulation can help in the understanding of intel national affairs.

Inbar, Michael and Clarice Stoll. Simulation and Gaming in Socid Science. NewYork: The Free Press, 1972. 313 pp. Although this book covers the fieldof simulation and game design, the development of simulations without theuse of computers is emphasized. A major portion of the book contains casestudies of the actual construction process by well known simulationdevelopers.

2

Kleitsch, Ronald G. An Introduction to Learning Games and InstructionalSimulations. St. Paul, Minn.: Instructional Simulations, Inc., 1969. 160 pp.This is one of the most theoretical and scholarly studies of simulation tech-niques and is rather difficult to read.

Nesbitt, William A. Simulation Games for the Social Studies Classroom. NewYork: Foreign Policy Association, 1971. 144 pp. Nesbitt's book is par-ticularly helpful for classroom teachers as it gives practical explanations ofgame types and their uses. An annotated bibliography of games and simula-tions is included.

Raser, John R. Simulation and Society: An Exploration of Scientific Gaming.Boston: Allyn and Bay In, Inc., 1969. 180 pp. This is an excellent book forbridging the gap between simplistic interpretations of games and their usesand highly theoretical and sophisticated analyses. Simulation and Societyprovides the reader with an explanation of the scientific bases of simulation,its rationale and history, and the application of simulation and gamingtechniques.

Scott, Andrew. Simulation and National Development. New York: John Wiley& Sons, !nc., 1967. 177 pp. The primary emphasis in this book is on theauthor's description of the use and methods of play of four political sciencegames.

Shaftel, Fannie R. and George Shaftel. Role-Playing for Social Values. Engle-wood Cliffs, N.J.: Prentice-Hall, Inc., 1967. 431 pp. The Shaftels clearlyexplicate the process of role-playing for value clarification, state theirobjectives, and provide nwly helpful guidelines for the teacher. Many storiesbased on problems of individual integrity, group responsibility, self-acceptance,and management of feelings are included for use in role-playing.

Stoll, Clarice and Samuel Livingston. Simulation/Gaming: An Introduction forSocial Studies Teachers. New York: The Free Press, anticipated release, May,1973. 128 pp. Following an introduction which provides some backgroundon the growth and significance of simulation and gaming, a variety of articlesby game developers are included. Each of the articles is based on theexperience of the developers in creating and producing various games.

Tansey, P. J., ed. Educational Aspects of Simulation. London: McGraw HillPublishing Company, Ltd., 197L 274 pp. Tansey has compiled a series ofreadings which define simulation and discuss its use in various areas ofeducation, including its possible role in teacher training. The concludingchapter includes sources and descriptions of nearly 100 games and simulations.

Taylor, John L. Instructional Planning Systems:A Gaming/Simulation Approachto Urban Problems. New York: Cambridge University Press, 1971. 170 pp.Taylor's book deals with simulation and gaming as it applies to urbanproblems and urban planning. The author provides historical perspectives,rationale, objectives, problems, and suggestions for future implementation.

Taylor, John L. and Rex Walford. Simulation in the Classroom. Baltimore:Penguin Books, 1972. 190 pp. Although the work of Taylor and Walfordin games and simulations has been done primarily in England, their book isvery useful to social studies teachers in the United States. It contains

3

descriptions of six simulations, an introduction to the process of simulationsand games, and suggested references and fort her reading.

Walfotd, Rex. Games in Geography. New York: Humanities Press, Inc., 1970.123 pp. Watford sets the stage for the use of simulation and games inteaching geography and then describes six games he has developed. Heconcludes with a case study of two schools using simulations and a modelfor developing games and simult .ons.

Directories and BibliographiesIn addition to Learning with Games, the following bibliographies and

directories of games and simulations arc available:

Kleitsch, Ronald G. &rectory -if Educational Simulations, Learning Games,and Didactic Units. St. Paul, Minn.: Instructior,si Simulations, Inc 1969.175 pp. This directory includes games for military, business, and educationalfields. It provides helpful, though not extensive, description, of some of themost important aspects of the games.

Lewis, Darrell R. and Donald Wentworth. Games and Simulations for TeachingEconomics. New York: Joint Council on Economic Education. 1971. 66 pp.Lewis a1id Wentworth have prepared a bibliography of games and simulationsrelated to the teaching of economics in elementary and secondary schools.In addition to an annotated listing of 92 simulations and games, informationon research, evaluation, professional organizations. journals, and newslettersis included.

Social Studies Curriculum Materials Data Book. Boulder. Cola.: Social ScienceEducation Consortium, Inc., 1971- . 338÷pp. The Data Bock containsconcise, two-page analyses of social studies project material,, innovativetextbooks, and instructional games and simulations. Suppler ents whichinclude additions and rtvisions are pt.olished every siv months. Learning withGames: An 4nalysis of Social Studies Educational Games and Simulationsis a compilation of the games and simulations section of the Data B:ok. fromMarch 1971 through March 1973.

Twelker, Paul A. Instructional Simulations Systems: An Annotated 3tbliegraphy.Corvallis, Ore.: Continuing Education Publications, 1969. 286 pp. Welkerlists approximately 1500 references on simulations and games; he inch.del.annotations or abstracts for the majority of listings.

Twelker, Paul A. and Ken Layden. Educational Sinn:la:ion/Gaming. Stanford,Calif.: ERIC Clearinghouse on Media and Technology, t972. 19 pp.ED 064 955. Twelker and Layden have compiled a simple and useful guidefor classroom teachers detailing the characteristics of games and simulations,an annotated bibliography, and a listing of groups involved in various aspectsof simulation an game activity.

Werner, Roland and Joan Werner. Bibliography of Simulations: Social Systemsand Education. La Jolla, Calif.: Western Behavioral Sciences Institute, 1969.178 pp. This 2000-item listing includes references for most subject armsconcerned with the use or study of games and simulation techniques.

Zuckerman, David W. and Robert E. Horn. The Guido fc Simulation/Gamesfor Education and Training. 2d ed. Cambridge, Mass. (now at Lexington,

4

Mass.): Information Resources, Inc., 1973. 334 pp. This guide provides briefbut useful descriptions of over 600 games and simulations which are availabletoday. Other sections include how to introduce simulation games in courses;how to help students develop their own games; a demonstration session whichcan be used to introduce simulation gaming to teachers, parents, and students;a chapter with 31 simulations covering trend-setting designs in simulationgaming; and a bibliography by Paul Twelker and Ken Layden.

Major DevelopersAs the use of simulations and games as an instructional method has become

more extensive, the following organizations and individuals have emerged asmajor developers:

Abt Associates, Inc., 55 Wheeler Strzet, Cambridge, Massachusetts 021:20,was founded in 1965 as a pragmatic "thank tank" for the purpose of helpingindustry, government, and education develop techniques of problem solving.This development is based on the concept of systems analysis coupled withsensitivity to human behavior with a major aspect of the activity being thedevelopment of simulations and games. These have been incorporated intoother major projects, have been published by educational firms, or are presentlybeing published by Abt's own marketing agency, Games Central. A uniqueaspect of this organization's work is their policy of developing games undercontract; refinement of the game is often left to the client.

Academic Games Associates, Inc., 430 East 33rd Street, Baltimore, Maryland21218, originated as an outgrowth of the work of the Behavioral ResearchDivision of Johns Hopkins University. Under the direction of Drs. Sarane S.Boocock and James S. Coleman, a series of academic games in the social studieswas developed. Research is conducted to analyze the cognitive value of specificgames for students of different social and ethnic backgrounds, abilities, andpersonalities. The project also developed sociological games; six of these arenow published by Western Publishing Company, Inc. Academic GamesAssociates offers a unique service to game developers by evaluating andanalyzing simulation structures and gaming mechanics upon request. They alsoassist teachers and other individuals interested in using games by testing gameson specified target populations and creating programs under which schoolsand school districts can contract for long-term guidance in the introduction ofgaming into their curricula.

American Games Association, 460 35th Avenue, San Francisco, California94121, is an organization composed primarily of people interested in designingand marketing games. The membership is varied, including professional writers,businessmen, classroom teachers, housewives, retirees, firemen, and engineers.The association produces a bi-monthly newsletter and monthly professionalnews notes.

Center for Simulation Studies, Missouri Theater Building, Room 622, 634North Grand Avenue, St. Louis, Missouri 63103, has been established to 1) usesimulation and gaming techniques to identify the social values operating withinthe urban system; and 2) stimulate communication between urban interestgroups making decisions affecting social values. The Center is not as concernedwith creating and developing tames as with using existing games to improve

5

urban community relations. The staff conducts sessions for civic groups, churchorganizations, business organizations, and local schools.

Education Ventures, 209 Court Street, Middletown, Connecticut 06457, hasrecently moved into the development and publication of simulations and games.Their games are designed to be easily inserted into existing curricula; eachgame is simple, self-contained, and intended to be used in the instruction ofa single concept.

Environmental Simulation Laboratory, 109 East Madison, Ann Arbor,Michigan 48104, is the umbrella for a number of organizations and individualsin the games profession who are located in Ann Arbor. Layman Allen, FredGoodman, Allen Feldt, Richard Duke, and others are involved in the work ofthe Laboratory as well as in their own projects, and are referred to as theGames Resource Consortium. The Laboratory has operated for a number ofyears as a center for using simulation for research and instruction ra environ-mental problems. The work of the Lab centered around computer simulationsin the beginning but has since expanded to games development, training pro-grams, and a variety of other endeavors.

Human Services Resource Center, Governors State University, Park Forest,Illinois 60466, is concerned with the use of urban and issue-oriented gameswith community groups. One of the major efforts of the Center is to developpatterns for effective use of games in urban settings.

Interact, Box 262, Lakeside, California 92040, was founded by DavidYount and Paul De Kock, teachers at El Capitan High School in Lakeside,California. They first developed the simulation game called Sunshine. They havenow developed additional simulation games for use at elementary and highschool levels. Each game is developed on a similar format; a three- to four-week outline of activities is suggested as a supplement to a regular course ofstudy and includes cognitive performance tests and research assignments inaddition to the simulation activities.

Instructional Simulation Design, Inc., Box 3330, Leon Station, Tallahassee,Florida 32303, has been formed as a nonprofit organization. Its main purposeis to aid simulation designers who have developed valid simulation prototypesor models with superior testing results. They will make modest loans to helpsupport media development and field testing. Future plans are to serve as aclearinghouse for public and private agencies, firms, schools, and others whoare involved in media development or who can help in testing simulations.

Instructional Simulations, Inc. (ISI), 2147 University Avenue, St. Paul,Minnesota 55114, was organized by Dr. Ronald G. Klietsch and is one of thelargest producers and developers of simulations and games for social studieseducation. In addition to developing games and simulations, ISI produces casestudy involvement units, conducts a variety of workshop and training programs,provides information to interested subscribers to their mailing services, andpublishes a variety of documents including a regular newsletter, monographs,and books.

Simulations Systems Program, Instructional Development Division, UnitedStates International University, Corvallis, Oregon 97330, has as its goals theresearch, development, and dissemination of simulation and gaming techniques

6

and learning programs aimed at effective planning of mankind's future. Amongthe activities of the program are the development and dissemination of a future-oriented multidis, iplinary studies program for high school and college students;development of empirically tested simulation and gaming techniques; researchon learning outcomes of various simulation and gaming techniques; and imple-mentation of workshops and training programs in the use of simulation andgaining for instructional purposes.

Western Behavioral Sciences Institute (WBSI), 1150 Silverado, La Jolla,California 92037, began Project SIMILE in 1965 under the auspices of theKettering Foundation, in order to explore the educational uses of simulationin the social studies. Several games were developed in rough form and testedin the San Diego School Syster... Subsequently, SIMILE II was formeda privateconcern which operated within the framework of the Institute and now develops,produces, markets, and trains in the use of simulations and games. WBSI'ssimulation games have strong human relations and group dynamics elements.Early each summer the Institute sponsors a workshop for teachers and othergames users.

Newsletters and JournalsA number of journals and newsletters on simulation and gaming are avail-

able, in addition to those published by the developers listed above.Behavioral Simulation and Gaming Newsletter. This newsletter is published by

Professor Marshall Whithed, Political Science Department, Temple Uni-versity, Philadelphia, Pennsylvania 19122, and is free upon request. Manyof the articles in the newsletter deal with fairly sophisticated models, ofteninvolving computers, aimed at simulation and gaming of political and urbanproblems.

Didactic Systems Letter. Published monthly by Didactic Systems, Inc., 6 NorthUnion Avenue, Cranford, New Jersey 07016, this newsletter is available atno cost to the subscriber. The Didactic Systems Letter attempts to focus onsimple and effective instructional techniques, many of which have applicationto simulation and gaming.

Simulation and Games: An International Journal of Theory, Design, andResearch. Sage Publications, Inc., 275 South Beverly Drive, Beverly Hills,California 90212, produces this Journal four times a year at a subscriptionrate of $18.00. The Journal normally emphasizes theoretical papers on simu-lation and gaming research studies related to the field. It regularly includesreviews of new publications and games.

Simulation/Gaming/News. This newsletter is published five times a year at asubscription rate of $4.00 per year. Simulation/Gaming/News is the creationof over a dozen leaders in gaming and simulation. Published in an attractivenewspaper format, it incltides a variety of interesting and practically-orientedarticles, advertisements, and graphic effects. The newsletter is available fromSimulation/Gaming/News, Box 3039, University Station, Moscow, Idaho83843.

Simulation Sharing Service. Concerned with simulation and gaming activitiesas they relate to religious education, this newsletter is published nine times

7

each year at a subscription rate of $5.00, and is available by writing Simula-tion Sharing Service, Box 1176, Richmond, Virginia 23209.

Simulation in the Service of Society Newsletter. This newsletter is published bythe Social Systems Simulation Group, Box 994, La Jolla, California 92037at a subscription rate of $12.00 for 12 issues each year. It has an inter-national scope and emphasizes activities in the - area of computer-basedsocietal simulations.

Wff'n Proof Newsletter. Wff'n Proof Company produces this newsletter fourtimes a year to focus on activities relating to use of WWII Proof gamingmaterials throughout the United States. Subscription rate is $1.00 per year.The newsletter is available by writing WI-ft Proof Company, 1111 MapleAvenue, Turtle Creek, Pennsylvania 15145.

8

INTRODUCTION TO THE ANALYSES

Each of the analyses in this book is divided into eight categories:

OverviewThe highlights of the game, simulation, or simulation game are briefly cited

here.

Materials and CostThis section is divided into categories which commonly appear in games,

simulations, and simulation games. We have used the term Coordinator's Manualthroughout the games and simulations analyses to describe any manual orprinted guide which has been produced by the developers for use by the instruc-tor. Any materials which serve as a required book or manual for students arelisted as a Student Manual. Specific information is provided as to number ofpages, dimensions, and binding of Student Manuals and Coordinator's Manuals.Additional materials, if any, are also uescribed concisely.

Required or Suggested TimeExcept in cases where the analyst has recommended use of the materials for

a period of time which differs from the recommendation of the developers ofthe materials, the specified time is as suggested by the developers.

Intended User CharacteristicsThis section specifies required or recommended abilities and training needed

by students and teachers in order to use the materials effectively. It also includesspecification of physical arrangements and equipment necessary to implementthe materials.

Rationale and General ObjectivesThis section reflects the purpose and underlying philosophies of the developers

of the materials in designing their products. It provides a concise statement ofstudent objectives.

ContentThis section identifies the basic concepts, generalizations, trends, themes, or

simulated situations which are the basis for the content of the materials.

ProceduresThe activities and responsibilities of both students and teachers for effective

implementation of the curriculum materials are specified and briefly explained.

Evalpative Comments and SuggestionsSince little evaluative data are available for games and simulations, this section

is primarily concerned with evaluative statements by the analysts on the basisof their use and observation of the game.

9

Probably most confusing for a reader of the analyses will be the terminologyused. The following simplified definitions have been developed by the editorsfor use in games and simulations analysis:

Simulation: A hypothetical environment is established which includes elementsof social reality; players assume roles.

Game: Rules are established; a goal or goals are set; there is competitionamong players to achieve the goal; some players win and others lose.

Simulation game: Any combination of elements which exist in both simula-tions and games is called a simulation game. Once referred to in an analysis,a simulation game may later for convenience be referred to as a game.

Educational game or simulation: Any game, simulation, or simulation gamewhich has educational objectives and is therefore instructional is an educa-tional game or simulation.

Role playing: An individual assumes a role and demonstrates this role throughactivity which may be rigidly defined, somewhat restricted, or completelyunrestricted by instructions given to the player.

Chance factor: Those conditions within the playing of the game, simulation,or simulation game which are beyond the control of the participants arereferred to as chnice factors.

Following the analyses, a listing of cross references is given. There are fivecross reference categories of entries: Developer, Grade Level, Publisher, SubjectArea, and Miscellaneous, in that orders Under each category, entries are listedalphabetically. Under each entry is the name of one or more games and simu-lations associated with the particular entry. The games and simulations arefound, listed alphabetically, in the body of the book.

The Abbreviated Games and Simulations Guide which follows the crossreferences has been compiled to provide basic information about most of thegames and simulations which have been developed for use in social studiesclassrooms. Publisher, subject area, cost, hours of play, and number of playersare specified for each game and simulation listed. An asterisk by the title of agame or simulation indicates that an analysis appears in the book.

10

ABOLITION:

Developers:

Publisher:

AN AMERICAN HISTORY SIMULATION CAME

Publication Date:Availability:Grade Level:

Subject Area:

Number of Players:

Russ Durham and Virginia DurhamTeaching ResearchOregon State System of Higher Education

Random House, Inc.Westminster, Maryland 21157

1971

From publisher

10-12 (7-9)

American History18-35

OverviewAbolition is a simulation game which

combines American history content, socialinteraction, decision making, role playing,and some analysis to have students considerthe issue of the morality of slavery in theperiod that followed the passage of the Fu-gitive Slave Law of 1850. As students as-sume ,roles of individual citizens, primarilyresidents of a northern community calledFreeman, they role play emotional conflictscharacteristic of that period in Americanhistory. The materials for playing thisgame come in a box that contains a Co-ordinator's Manual, detailed role play cards,newspapers, information sheets on both theFugitive Slave Law and Personal LibertyLaws, and other documents.

Materials and CostMaterials Package:

Cardboard box, 91/2" x 121/2" x 2", con-tains the following:

Coordinator's Manual: 18 pp., 6" x 9",stapled paper cover; includes an intro-duction, a discussion of the structure ofthe exercise, student objectives, addition-al resources, a list of players, player rolesheets, suggestions on how to selectplayers, how to start the game, how tokeep the game going, and debriefing andfollow-up activities

Additional Materials: 35 role play cards,35 identification of roles cards, 20 anti-slavery wafers, 7 information sheets onthe Fugitive Slave Law, 20 informationsheets on the Personal Liberty Laws, 10Freedom Now newspapers, 1 sign "CityJail," 1 warrant of arrest, 1 bill of sale,1 affidavit and endorsement, 1 Law and

11

Order Journal, 1 Preparation for theDefense card, and an acetate transpar-ency of the town of Freeman

Total Package $35.00

Required or Suggested TimeThe Coordinator's Manual suggests that

the game be played for approximately twohours. Although the Manual also suggeststhe preferability of completing the game inone session, it is possible to interrupt gameplay between any of its six major phases.The briefing should take 30 to 60 minutesand the debriefing one or two hours. Theentire game will take approximately oneweek of class time if used during classperiods of about 50 minutes each.Intended User Characteristics

These materials are suitable for studentsin 10th-, 11th -, or 12th-grade Americanhistory classes. The materials, however,could be used with junior high schoolhistory students. It would be helpful, al-though not essential, if the teacher has sub-stantial background in the history of theU.S. Constitution, 18th and 19th centuryU.S. history, and an awareness of contem-porary racial issues and related legislation.Rationale and General Objectives

The authors Lelieve that student involve-ment in an ihstructional activity such asthis simulation game, combining subjectmatter emphasis, role play, and social inter-action, is conducive to meaningful studentlearning. The information provided in thedetailed role play cards and other supportmaterials has been designed to facilitate stu-dents' realistic enactment of history. Suchan enactment, according to the authors inthe Coordinator's Manual, ", . . often awak-

ens students to a new awareness of currentcontroversies and their close relationship tohistorical realities in the past." The Co-ordinator's Manual also states that the gen-eral objective of the game ". . . is . . . toencourage and sharpen the decision makingprowess and analytical thought in the stu-dent as he attempts to achieve his role'sobjectives." The Manual also includes a listof what the developers call behavioralobjectives that students may achieve throughskillful use of the game.Content

Students play the roles of fictitious citi-zens who live in a northern town calledFreeman. Each citizen becomes directly in-volved in the emotional conflict that emergesfollowing the passage of the Fugitive SlaveLaw in 1850. The interaction begins whenthe Abolitionists question the morality ofslavery and the constitutionality of the Fugi-tive Slave Law. The concern of represen-tatives of the Local Government is to main-tain law and order and to settle the questionof states rights versus federal pov.er, par-ticularly with respect to support of theFugitive Slave Law. While the members ofthe Public become concerned with questionsof economic stability and prejudice, theState Senator attempts to persuade the citi-zens to support the Fugitive Slave Law andthus preserve the tenuous compromise be-tween the North and the South, effected bythe Compromise of 1850. The FugitiveSlave Law is dramatically put to the testwhen a Southern plantation owner comes totown looking for his runaway slave. Theslave goes to jail and interest groups withinthe town express their concern. A court trialresults, followed by a town meeting whichfinds the citizens attempting to make furtherdecisions concerning their stances withrespect to slavery.Procedures

The teacher introduces the game and as-signs each student a role and the appropriaterole card. Descriptions of the types of stu-dents appropriate for certain of the key rolesare included in the Coordinator's Manual.Each student studies his role card and thenthe teacher briefs the students, using the"Guide to Student Briefing" (a section ofthe Coordinator's Manual). The actual game

12

play starts when each student follows thedirections found on his role card for PhaseI of the game. Phase I is devoted mainly todiscussions by interest groups (Public, Abo-litionists, Local Government) as to how toinfluence one another. Anthony Burnside, arunaway slave, is arrested in Phase II fol-lowing appearance in the town by his formerSouthern owner and two companions. TheAbolitionists discuss what to do about theFugitive Slave Law and receive the news ofBurnside's arrest. The Local Governmentmeets with three groups of public citizens todiscuss the conflict. In Phase III the partici-pants meet in five separate "encounter"groups to attempt to find and encouragesupport for each of their views. The settingin Phase IV is a "Court Hearing." All in-terest groups listen while some witnesses arecalled to testify in the Burnside case. It isleft to the Judge to make a decision aboutBurnside's fate. Reaction to the Judge's de-cision occurs in Phase V. Phase VI is atown .neeting where decisions and possibleaction to take are made _;..kerning what ismoral, constitutional, reasonable, and just.The debriefing session follows a vote of themale citizens of the town, taken to deter-mine whether to support the PersonalLiberty Laws that negate the effectiveness ofthe Fugitive Slave Law, or to enforce theFugitive Slave Law.

Evaluative Comments and SuggestionsThe game is effective in its efforts to

provide students the opportunity to realis-tically simulate emotional conflicts concern-ing slavery. The individual role cards, de-scribing 35 possible roles, rse well-detailedand explicit in providing direction for theparticipants without unnecessarily limitingtheir creativity in playing the roles. Anotherappealing aspect of the game is its directapplication to use in existing junior orsenior high school U.S. history courses,even as the basis for an instructional unit.Although the game does not demand exten-sive teacher preparation, the teacher willneed to be alert and constantly coordinatingactivities within phases. As suggested by thedevelopers, the personalities of studentsplaying assigned roles will have a great dealto do with the success of playing the gameand reaching the stated objectives.

AMERICAN HISTORY GAMES

Developer:

Publisher:


Subject Area:Number of Players:

Alice Kaplan GordonAbt Associates, Inc.Science Research Associates259 East Erie StreetChicago, Illinois 606111970

From publisher8.12


OverviewDeveloped by Abt Associates, Inc., and

intended as a supplement to any Americanhistory textbook, this kit is a set of sixgames dealing with major issues and periodsin United States history. The six games re-quire students to become involved withmaking decisions as if they were living dur-ing the historical period in which the gameis set. The kit includes game boards, playmoney, chips, tokens, chance cards, 35 stu-dent guides, a Coordinator's Manual, aSpirit Master Book, and acetate sheets toprotect game boards. Each of the gameswithin the kit can be used with studentsfrom grades 8 through 12.Materials and CostMaterials Package:

Cardboard box, 16" x 18" x 4", containsthe following:

Coordinator's Manual: 64 pp., 81/2" x11", stapled paper cover; includes intro-duction, student materials, annotations,and teaching suggestions 5 .99

Student Manual: Student Game Book. BYAlice Kaplan Gordon. L8 pp., 81/2" x11", stapled paper cover $ .99

Spirit Master Book: 81/2" x 11", 15 spiritmasters 6.30

Additional Materials: game boards, playmoney, chips, tokens, chance cards, 35student manuals, and acetate sheets

Total Package 5187.50Required or Suggested Time

Each game is designed to take five days ofclassroom time, with one day for briefing,three days for actual game play, and oneday for debriefing. The six games will takea total of 30 days of social studies teachingtime during the school year.

13

Intended User CharacteristicsStudents of various abilities in junior and

senior high school United States history pro-grams should find these materials suitablefor their use. Students will need to readtheir Game Book and dittoed informationfrom the Spirit Masters. They will alsoneed to do a great deal of computing forscore keeping. The teacher needs a back-ground in United States history. The teacherwill also need to spend a number of hoursprepari ig to teach each game.Rationale and General Objectives

In the Coordinator's Manual, the authorsays that ". . . educational games introducegreater reality into the classroom. Theydiminish disparity between school and thereal world." She goes on to say that sty-dents are motivated to learn if they activelyparticipate in adult decision-making pro-cesses. Thus, the purpose of these Ameri-can history games is to "harness the stu-dent's natural inclinations to play and theenergy he devotes to it for the serious bu...:-ness of learning." In the process, he witsacquire a significant understanding of sixdifferent issues in U.S. history.Content

Ea. h of the six games deals with a majorisstie in American history. Students alwaysplay tcams, with each student assumingthe role of some former American. The fol-lowing briefly describes each of the ,arses.

Colony is a study of c-onomicshir between the thirteen colonies andEngland prior to the Revc.oltionary War.

Frnntier is a comt;.totive analysis ofeconomic and politica: '.1ev,llopments in theNorthwest and Southwest between 1815 and1830.

Reconstruction is a study that focuses onthe interrelationships of Southern planters,farmers, freedmen, and Congress in thepriod immediately following the Civil War.

Promotion is a game dealing with indus-trial growth, urbanization, railroad expan-sion and the growth of mechanized farmingduring the latter half of the 19th century.

Intervention is an examination of the U.S.involvement with Cuba, the Philippines,and the Dominican Republic at the turn ofthe 20th century and the conflicting interestsof congressmen, the State Department offi-cials, military personnel, and businessmen.

Development focuses on the use of foreignaid by modern-day major powers to win theloyalty of neutral and developing countries.Procedures

The day before a game is played, theteacher gives out the Student Game Booksand assigns the students to read the rulesand become familiar with them. Althoughthis procedure is recommended by theauthor, she points out in the Coordinator'sManual "... that it is unnecessary to under-stand the rules fully before actual game playbegins." Before play of any game begins, theteacher can spend a day briefing the studentson what the game is about and the contextand content of the rules. This briefing in-volves determining the problem the gameposes and identifying the actors and theirspecific objectives.

Introduction to the game may begin withthe teacher having an actor from each teamdemonstrate the first action he will take.This demonstration might involve the mov-ing of a chip or the finding of a member ofanother team to communicate a proposi-

14

tion. Once the first step has been demonstra-ted, the actual playing of the game com-mences. Students should ask questions ofthe teacher throughout the course of thegame. In the Coordinator's Manual, theauthor says, "The teacher is best describedas a coach. It is not recommended that theteacher assume a role in the game. Hisfunction as coach is too critical." After thestudents have participated in a number ofrounds for two or three days of classroomtime, the actual playing of the game endsand the debriefing session starts. The authorcontinues, "Without a postgame discussion,the value of a game is seriously diminished."The teacher and the students discuss theconcepts involved and attempt to integratethe game into the United States historycurriculum under study.

Evaluative Comments and SuggestionsThe teacher's familiarity with this game

previous to classroom instruction will be asignificant factor in determining successfulclassroom use. The teacher should study theCoordinator's Manual, the Student GameBook, and the Spirit Master Book handoutsvery thoroughly before attempting to usethis game as a teaching device. Further, theteacher should play a round or two of thegame with friends, other faculty members,or by himself before classroom instructionis attempted. Because of the nature of theactive involvement by students in the play-ing of the game, the noise level in the class-room will be above normal.

ReferencesAbt, Clark C. Serious Games. Is kw York:The Viking Press, Inc., 1970.:16 pp.

ARMADA

Developer:

Publisher:

Publication Date:

Availability:Grade Level;

Subject Area:

Number of Players:

Education Development Center15 Mifflin PlaceCambridge, Massachusetts 02138

Denoyer-Geppert5235 Ravenswood AvenueChicago, Illinois 606401970

From publisher8-12

History5.30

OverviewBased on the historical event in which

the English thwarted an attempted invasionby the Spanish Armada in 1588, this gameprovides for small competitive teams to roleplay Spanish and English admirals and re-enact the battle on a map. In the gameeither side may win, and choices of maneu-ver and strategy may differ considerablyfrom those in the actual confrontation.Strategic decisions are, however, limited bythe same conditions of relative strength,level of technology, and weather conditionsas those prevailing when the battle was ac-tually fought. The game proceeds through aseries of timed rounds in which each sidemay score gains or losses. The side withthe most points accumulated at the end ofthe game is declared the winner.Materials and CostMaterials Package:Cardboard compartmentalized brix, 8" x

19" x 11/2", contains th:One game pad (60 sheets, 271/2" x 18")with maps of English area and scoringforms; 30 player booklets: 6 Ere powerspinners; 3 boxes of map tacks (red,white, blue); 6 sets (13 per set) of chancecards; 30 sets of rules; and 30 "W.°Won?" sheets

Total Package $34.00Coordinator's Manual: 53 pp., 71/2" x 10",stapled paper cover; detailed proceduresfor game play are outlined in Teacher'sGuide for Unit 1, From Subject to Citizen

2.50See Materials and Cost in Education De-velopment Center, From Subject to Citi-zen Data Sheet.

Required or Suggested TimePreliminary to playing the game, approxi-

15

mately one-half hour is necessary for settingit up and familiarizing participants withprocedures. The game can be played in a45 minute class period; however, a full houris required to play the recommended tenrounds. At least one more class periodshould be planned for follt-N-up activitiesrevolving around the question: "WhoWon?"Intended User Characteristics

An 8th-grade reading level and simplemathematical skills are all that are requiredto play the game. A general background inthe relations of England and Spain in theElizabethan era would be helpful in makingthe game more meaningful. but it is best ifstudents arc not familiar with the actualbattle and outcomes. Physical arrangementsrequire space lot. from one to si; groups ofplayers, five per group. to around thegame sheets and make their moves. Sine,each group of five is playing the gameseparately from the others, no movementbetween groups is necessary.Rationale and General Objectives

Armada was developed as cwr olacti-ities for Queen Eiizah...: i inflict al..Compromise. one of /we modules makingup the cltirst, From Subject to Citizen. Likeall aaterial designed by the Education De-velopment Center, the game content wasdesigned to involve students in the explora-tion of a number of general questionsthrough the creative use of evidence. Spc-cifically, the game is meant to illustrate thrways in which power may be used, cots-trasting styles of leadership and the rela-tionship between power and technology.Players frequently find that technology canbe a deciding fntor in determining themost 1^nropriatc :strategies for achieving

victory. Armada places major emphasis onactualities, with authentic data about a realhistorical event to enable the student tobecome his own historkin and develop hisown conclusions about what happened andwhy.

ContentThe game is organized around the at-

tempted invasion of England by Spain in1588 and the resulting naval battle in theEnglish Channel. Students role play theEnglish and Spanish admirals, plan strate-gies, and direct the operations of their re-spective fleets. A referee supervises play,interprets rules, and decides disputes foreach team. Participants are psychologicallyprepared for the game by reading selectionsin the player's booklet which utilizes docu-ments. commentaries, photos, and maps 1C,give participants a feeling for the drama ofthe event and the character of the personsinvloved. The booklet also dettneates thecomparative size and strength :. the twofleets at the outset of the .,,m,:agn. Thegame proceeds throue. a series of timedrounds in which the admirals alternatelyplan and make their moves on the map.Ships may fire on one another in eachrouuJ rrovitiing ItP. .! targets are withinrange of their guns and in a direct line ofIre. Chance cards are used to inject real-istic variables into the game. Under thereining system, ships and squadrons areremoved from the board according to pointsaccumulated by each side.

ProceduresPrior to starting the game sufficient time

must be allowed for players to read theparticipant's booklet and become familiarwith procedures and "fleet rules." The classshould be divided into groups of five withtwo students assigned to serve as the Eng-lish Admiral, two as the Spanish Admiral,and one as referee within each group. Eachgroup positions itself around one of themaps: Spanish and English on oppositesides with the referee between. The dmiralsdecide according to the instruc.ions now toarrange their fleets. Each side ha. threeminutes to determine its strategy, and ad-

16

minis who fail to decide in that time forfeittheir moves. Since timing is important. it isbest for the teacher to use a timing deviceand begin and end rounds for all pour:at the same time. Squadrons may move onceand fire once in each roun', 'nut all movesand firing must be in Lccordance with theinstructions. When either side fires, it mustspin the firepower .pinner to determinewhether a hit has been made. Records ofscoring are kept by the referee on the gamesheet, and squadrons are removed from themap according to the score. At the end often rounds (or at the end of a class periodif preferred) the scores are tallied and theside with the most points wins.

At the start of the next class period, theteacher can enter into discussion with theclass about what was learned from thegame. Using the "Who Won?" folders, theplayers read about what actually happenedin the real battle in 1588 and discuss thedifferences between their simulation and thebattle. Discussion can also revolve aroundthe meaning of winning or losing and thevarious factors that influenced the outcome.

Evaluative Comments and SuggestionsArmada can usefully illustrate and rein-

force concepts about power and its uses,but the concepts arc likely to be morepowerfully learned if readings accompanythe game. The game is not difficult to play.Procedures and scoring are rather simple,although the players' strategies may be in-tricate and complex. The most difficult part,especially for younger players, may come incoping with the specialized vocabulary usedin the selections in the player's booklet. Thereadings, based largely on documents of theperiod, contain a number of nautical termsand other out-dated expressions that willrequire clarification. Success in using thegame as a true learning experience is de-pendent upon adequate attention to pre-game and postgame acti:;tics.

References0:Riagcr, C. Frederick. "FiLicatiou De-v.. )pmen. , incorporated." Sa-'e'Studi-; Cry. ...Mane Materials Data not.;Boil" , s2olo.: Social Science Education....onsortiurn, Inc., 1972.

BALDICER

Developer:

Publisher:



Georgeann Wilcoxson

John Knox PressBox 1176Richmond, Virginia 232091970

From publisher

6-12 (Adults)

Economics, Political Science, and Socio logl20 (40)

OverviewIn the game of Ba ?dicer, each participant

assumes the role of a "food coordinator" fora country of 150 million people. It is the jobof the food coordinator to see that all thepeople in his country are fed. As the par-ticipants struggle with their attempts toprovide people adequate food supplies, theyalso wrestle with apparent contradictions incontemporary food supply problems. Theyquestion how and why half of the world'sinhabitants are hungry and yet mt.Jerntechnology can produce atomic power plantsand explore outer space. The game is fairlysimple and easy to play, yet is normallyquite interesting to participants. Studentsfrom 6th grade through high school can usethe game effectively.


Cardboard box, 13" x 81/2" x 2", containsthe following:

Coordinator's Manual: 16 pp., 8" x 61/2"Student Manual: 4 pp., 8" x 61/2"; set of

20

Additional Materials: 20 Worker YieldInventory Slates, 100 Tally Sheets, 20Food Machine Cards, 5 Super MachineCards, 20 Natural/Social Forces Cards,2 Posters


Required or Suggested TimeAt least three hours of time are required

to prepare for, play, and debrief this game.The game can, however, 132 stopped and re-started so that one three-hour block of timeis not necessary. It takes about 15 minutesto play one round of the game and the Co-ordinator's Manual suggests a minimum ofsix rounds for one game.

17

Intended User CharacteristicsParticipants do not have to do any read-

ing unless the game directions are providedas homework assignments. However, theywill have to perform a fair amount of ele-mentary mathematical calculations. Thisgame can be played with very little advancepreparation on the part of the participants.Game directions can be given to the studentsto study, but the instructor may insteadbriefly explain the order of play and thenwalk the players through the first round.The game can be played in any room thathas desks, tables, or other surfaces appro-priate for writing.

Rationale and General ObjectlessThe purpose of this game is to stimulate

participants to think about, analyze, andlook for solutions to the world's hungerproblems. The following quote from one ofthe game posters indicates the viewpoint ofthe developer: "We have the know-how tosplit atoms .. . to transplant hearts . . . toexplore outer space .. . to produce enoughfood for all peoplewhy is half of theworld hungry?" The game is designed toforce participants to face the economicproblems of an interdependent world. Par-ticipants are to learn the effects of popula-tion explosion, unequal distribution of re-sources and technology, and inflation, andto experience the consequences of competi-tion between different economic systems. Itis the intent of the developer to stimulatethe participants to ask such questions as,"What responsibility, if any, do technolog-ically developed groups have for under-developed groups?' and "Can everyonemake a decent living if they just work hardenough?"

ContentBa !direr provides each participant the op-

portunity to be a food coordinator for acountry of 150 miltion people. It is the foodcoordinator's responsibility to feed thesepeople, or they mill die and his country willno longer exist. If the latter happens, theparticipant then becomes a part of the"world conscience" and, during the re-mainder of the game, "haunts" the rest ofthe countries, trying to influence their think-ing and their decisions. Each country startswith a different amount of food. Scnecountries operate at subsistence level; othersat . very high standard of living. The foodcooti;nators engage .n negotiating loans andmaking arrangements to improve the eco-nomic potential of their nations. As eachparticipant plays, he feels the pressure ofworld opinion and realizes that the decisionshe makes have an effect on all people of theworld. The coordinators of the poor coun-tries find themselves at first entirely depen-dent upon aid from richer countries. But asthis aid enables them to become indepen-dent, they too start to compete and chal-lenge the richer, more powerful nations.Procedures

The game of Baldicer is divided into fivephases. During Phase 1, each participanthas 40 seconds in which to write the words,Dig. Sweat, Push, and Pull on each line ofhis Work Yield Inventory Sheet. The totalnumber of lis.es he completes determineshow many Baldicers (Balanced Diet Certifi-cates) he receives for the round of play.(Baldicers are the measuring units for food.)As Phase 2 begins, each food coordinatordraws a natural/social fon:es card to deter-mine what effect chance happenings mayhave on his food supply. For example, ahurricane might destroy his crops or anabundant rainfall might bring a bumpercrop. The participants should enter all dataon their tally sheets in Phase 3, and shouldat this time compute their total number offood units ( Baldicers). The game coordina-tor then furnishes such information ,population growth, level of technology, rate

18

of inflation, and cost of living. The tallysheet is detaikd with directions that areeasily followed. Phase 4 begins next with aten-minute period of time for planning andgroup 'negotiations. During this time, par-ticipants may move aLnut freely as they tryto make arrangement wish food coordina-tors in other countries to enable them tosolve their food problems. At the end ofthis period, all Baldicers that have beenloaned or borrowed are recorded on line 17of the tally sheet and a new balance is thenrecorded on line 18. A negative number online 18 means that the people of a food co-ordinator's country have starved and thenation then goes out of existence. In Phase5, nations may purcnase new food machinesfrom the game director, providing the foodcoordinators have accumulated enough Bal-dicers. The game cycle of phases is nowready to begin again. At least six rounds ofthe game should be played before a debrief-ing session is started.Evaluative Comments and Suggestions

This game is most effective when used aspart of a unit of study and pattirtlarly sowhen used with older students. A combina-tion of study and game activities increasesthe students' interest in the cognitive aspectsof the game and '.s an effective instructionaldevice. Keep an eye on the participants atthe end of Phase 1 when writing of "Dig,Sweat, Push, and Pull" is supposed to cease.There is a real temptation to keep writing,getting that extra few words on the line,after "time" has been called. Two sugges-tions for the teacher: 1) mike a chart toshow students the comparative food wealthof each nation. This is helpful in remir'iingparticipants of their particular problems andthus facilitating the effectiveness with whichthey play their roles; and 2) make a trans-parency or some other easily viewed replica-tion of the Tally Sheet when trying to showthe participants how to compute Baldicers.Students do enjoy the game, becoming easilyengrossed in their roles as food coordinatorsresponsible for the nourishment of a nationof people.

BLACKS AND WHITES

Developer:

Publisher:


Subject Ana:Number of Players:

Psychology Today Magazine

Psychology Today Games1330 Camino Del MarDel Mar, California 92014

1970

From publisher7-12 (Adults)Sociology

3-9

OverviewBlacks and Whites was originally designed

in the psychology department of the Uni-versity of California at Davis by RobertSommer and Judy Tart with the intent offacilitating middle-class white understandingof minority social immobility an,' contem-porary discrimination practices againstblacks. The simulation game was revised in1970 with further emphasis on the conceptof black people as social change agents and,according to the developer, to stress the"absurdities of living in different worldswhile playing on the same board."Materials and CostMaterials Package:

Cardboard box, 111/2" x 9" x 2", con-tains the following:

One game sheet which describes rules andstudent roles, 1 game board, playmoney, dice, pawns, deeds, and oppor-tunity cards; all items are durableand easily stored in the box provided;no Coordinator's Manual, Student Man-ual, or evaluative instruments are pro-vided

Total Package3 or more

$6.95$6.30

Required or Suggested TimeDesigners suggest that the game be

stopped after 90 minutes of playing timeunless the participants vote to continue theplay.

Intended User CharacteristicsSimple arithmetic and reading skills are

required for computation of currency ex-change and use of chance cards. Physicalspace should include room enough for onetable and two to four chairs. Teacherorientation requires less than 30 minutes.

Rationale and General ObjectivesBecause the majority of white American

citizens live in relative isolation from ghettolife and minority problems, Blacks andWhites was designed to encourage partici-pants to become aware of and empatheticto minority racial discrimination practiceswhich encourage the destruction of indi-vidual self concepts and aspirations towardsocial efficacy.

19

ContentParticipants assuming the roles of blacks

and whites move player tokens around thehoard, purchasing real estate to obtainwealth. Some board sections representingcheaper property value are restricted to non-whites; this makes it difficult for non-whitesto accumulate land, power, and prestige.Segregation is partially neutralized by al-lowing blacks to combine their limitedmonetary resources, welfare rights, and taximmunities. Advantageous bartering withwhites, who are largely competing againsteach other, allows blacks to become cat-alysts for social change.

ProceduresSimulation roles consist of black and

white real estate buyers, the treasurer whocontrols and distributes the money, landtitles, and mortgage payment procedures,and the auctioneer who sells bankruptproperty and real estate which players can-not afford. Whites are given $1,000,000.00at the beginning of the game and can buyproperty anywhere; blacks are given$10,000.00 and may purchase land only incertain neighborhoods. Players are situatedaround a real estate board, and roll dice todetermine moves and possible collection of

opportunity cards. The monetary inequalityis diminished during the game process byallowing blacks to unite their resources,force whites to sell them land at reducedprice , and obtain welfare relief and mone-tary bonuses (opportunity cards). On theother hand, whites receive no relief uponbankruptcy, pursue wealth autonomously,and face heavier tax burdens. Winningconsists in securing one half of the eightneighborhoods or holding the greatestamount of assets (real estate and papermoney) at the conclusion of 90 minutes.

20

The teacher assumes no specific role otherthan to coordinate the game.Evaluative Comments and Suggestions

The game element is strong; however,gaming situations often arise which are notaccottnted for in the PALS. The 1970 modi-fication of the simulation game allows theparticipants to rewrite the rules; this pro-vides flexibility which leads to participantawareness of political operations that effec-tively contribute to social justice andindividual equality.

CAMPAIGN

Developer:

Publisher:

Publication Date:

Availability:Grade Level:


Instructional Simulations, Inc. (ISI)

Instructional Simulations, Inc.2147 University AvenueSt Paul, Minnesota 551141970

From publisher

10-12 (Adults)Political Science and Sociology

23-40

OverviewCampaign is a sophisticated and highly

realistic simulation game that deals with theAmerican political campaign system. Thisgar.,e is designed to allow senior high schoolstudents and adults to participate in deci-sion making involving the tactics and strate-gies necessary to produce a winning politicalcampaign. Precinct workers, pressure groups,

L,,nominating conventions, political platforms,speech making, vote switching, and newscoverage are among the elements of thepolitical process that are simulated. Thegame is complex and challenging but canbe an exciting and effective instructionaldevice.


Cardboard box, 12" x 1134" x 7", con-tains the following:

Coordinator's Manual: 18 pp., 111/2" x101/2 ", looseleaf, plastic cover; includesinstructor's directions, summary of cam-paign forms, campaign quest activities,student materials

Additional Materials: Numerous andvaried forms and information for use bythe participants in the Campaign Simu-lation


Required or Suggested TimeThe developer suggests 10 hours as a

minimum time allotment for use of thegame from start to finish. Experience hasshown a minimum of 15 hours to bemore realistic, and the game could easily beused for longer periods of time. The gamemay be played with students more thanonce; each time it is played, the playerslearn to employ new strategies.

21

Intended User CharacteristicsThe instructor needs to spend a number

of hours in preparation before introducingthe game to students. He should study ap-proximately 20 different forms and becomefamiliar with the processes involved witheach. The student, however, only needs tobecome familiar with the few forms thatapply to his role in the game. The indi-viduals who assume roles of analyst andpollster should not be averse to workingalone and performing a number of compu-tations. The game should be played in anarea that is large enough to provide the twopolitical parties enough privacy to discusstheir campaign strategies.

Rationale and General ObjectivesCampaign has been designed because of

the developer's belief that it is important totake students "behind the scenes" so thatthey may become more aware of the inter-acting forces which make American politicalcampaigns extremely complex and difficultto predict. The game has also been devel-oped to illustrate how getting elected topolitical office requires a well-organizedpolitical machine that uses a carefully de-signed strategy and coordinated plan ofattack. Some of the objectives, stated by thedeveloper, are to make the participants con-scious of: 1) the manner in which candi-dates are selected and elected; 2) thevarious ways in which news media and pres-sure grows can affect the outcome of elec-tion campaigns; 3) the problems involved inselecting the best way to make use of partyresources, such as investing funds in news-paper advertising or buying TV air time,allotting the candidate's time to direct votercontact, or dealing with public pressuregroups; and 4) the importance of politic2!

analysts and pollsters in influencing voters'actions and campaign managers' decisions.Content

Campaign is a two-part simulation game.The first part deals with political partynominating procedures; the second with anelection campaign. During the first part,participants hold party conventions to nomi-nate their candidates and form party plat-forms. The second part of the game involvesthe election of a state senator from a districtthat has four wards. Each of these wardshas a different background, including votingrecord and type of population. Each partyfinds, depending upon which candidate itselects, that it has certain resources avail-able for conducting the campaign. Duringthe election campaign, each party engagesin negotiations with seven different pressuregroups, the news media, and the electionanalyst and pollster. Each party tries tosecure as many votes as possible for the bigelection that occurs at the end of the game.Procedures

Phase I. The class is divided into fivegroups: democratic party, republican party,news media, public sector, and politicalanalysts. Phase I begins with a pre-conven-tion period during which everyone interactsand becomes aware of each other's viewsand positions. The political party membersare especially concerned with trying to assessthe positions of the various components ofthe public sector, becoming familiar with theconcerns of their own wards, and arrangingnews coverage for the convention. The sec-ond period is the nominating convention.During this time each party nominates andselects its party candidate, selects the cam-paign manager, and develops party ;,:rate-gies for the upcoming election. In the lastperiod, referred to as the post-conventionperiod, each party reassigns the party dele-gates and convention chairmen to their newparty roles and gets itself ready for theelection campaign. At this time the instruc-tor should review the procedures for theelection periods. Throughout Phase I, thepublic sector interest groups try to get theparties to support their concerns and theirpreferred party candidate. They may do thisby pledging their support, opposition, re-sources, or contributions. The news mediaare engaged in arranging media coverageand news releases, as well as trying to selltheir advertising services to each of the

22

political parties by impressing them withtheir ability to "reach the voters." The threatof editorial action and the promise of freenews coverage are two levers they may usein seeking to achieve their goals. The po-litical analysts have little to do except pre-pare themselves for Phase 2, the campaign.

Phase 2. Phase 2 consists of eight periods,each of which simulates eight days of actualtime. During each of these periods, the po-litical parties try to raise funds, line upspeaking engagements, allocate party work-ers' time to different activities, plan expen-ditures for promotional and advertising pur-poses, seek free press coverage, anddetermine the amount of time they shouldspend in each ward. The news media andpublic sector engage in much the same ac-tivities they did during Phase 1. All deci-sions made by the participants are reflectedon the forms that are filled out and handedto the two analysts at the end of each elec-tion round. The analysts then use the infor-mation to make necessary calculations basedon certain charts and tables (provided withthe game) and determine the voting strengthof each party for that period. The winningcandidate is determined at the end of theeighth period.

Evaluative Comments and SuggestionsCampaign is a high-powered simulation

game with tremendous instructional poten-tial, provided the instructor is willing to doa great deal of preparation and that studentsare motivated to tackle the interesting butchallenging activity involved in playing thegame. It is useful if the teacher devisessome kind of three-minute warning systemfor the end of each period and penalizesparticipants who have not completed andgiven game forms to the analysts on time.Otherwise, no matter how much time isallowed, many students will not completetheir forms on time. It is also sometimesuseful to have two students simultaneouslyplay some .of the key roles; this not onlygives them more manpower to carry outtheir tasks, but also if one of them is absentthe game can still be played. Again, al-though the game is complex and challeng-ing for both students and teachers, it can bean exciting, involving educational activitythat simultaneously conveys a great deal ofinformation about the political intricacies ofelection campaigns.

CITY HALL

Developer:

Publisher:

Publication Date:


Subject Area:

Number of Players:

Judith A. GillespieSocial Studies Development CenterIndiana UniversityGinn and Company191 Spring StreetLexington, Massacusetts 021731972

From publisher9-12 (13-14)

Political Science14-48

OverviewSimulating a hypothetical mayoral elec-

tion campaign, players don such roles ascandidates. journalists, campaign managers.civic leaders, activists for causes, andordinary citizens. The players must considerissues, party affiliations, and character of thecandidates in order to decide which candi-date to support. Developments in the cam-paign may cause some participants to shifttheir allegiance to candidates they previ-ously opposed. Supporters of each candi-date develop strategies to gain the supportof others, making use of bargaining, cam-paign rallies, the media, and opinion polls.The object for each player is to win electionfor his or her chosen candidate.Materials and CostMaterials Package:Heavy paper envelope, 91/2" x 121/2",contains the following:

Coordinator's Manual: 39 pp., 81/2" x 11",stapled paper cover; includes objectives,preparatory steps, instructions for playing,a list of 38 players' roles, pertinent dataabout the roles (such as party, race, oc-cupation, voting record, etc.), and sugges-tions for debriefing

Student Manual: 4 pp., 81/2" x 11", papersheets. 3 per package; includes playerobjectives, background information, sum-mary of issues, and instructions for play-ing and debriefing

Additional Materials: 4 duplicating mas-ters: public opinion survey, official ballot,money, receipts

Total Package $6.33

Required or Suggested TimeApproximately 30 minutes is recom-

mended for preparing players before the

23

game begins. Three class periods (approxi-mately 50 minutes each) are normally suffi-cient for playing; however, this may beincreased if developments in the game war-rant more time. At least one additionalperiod of debriefing should follow.Intended User Characteristics

The average high school student shouldhave no difficulty with the reading, and themathematics involved is minimal. The teach-er's most important role in this game liesin the preparation and debriefing stages.While the game is in play, the teachershould act only as advisor or facilitator.The room should be large enough to dividethe players into at least four workinggroups, and the teacher should anticipate aconsiderable amount of movement, excite-ment, and noise. Since a good simulationrequires that the participants play their roleswell. it is recommended that the teacherassign the roles (especially principal roles)with this in mind.

Rationale and General ObjectivesThe game has been carefully structured to

provide students with many insights intothe factors that influence the outcomes ofelections. Although the Coordinator's Man-ual provides detailed information on howto interpret election results, it is intendedthat the students will gain most of theseinsights on their own as a result of theirexperiences in the game. Among the factorsthat are built into the game are party affilia-tion, racial or ethnic identity, occupation,financial resources, position on issues, andthe influence of the media. Since the gameis meant to create a situation of total in-volvement by the class, every player has aspecific identity and participates in some

way in the electoral process. The game iswell designed to encourage a high level ofinteraction among the players. It also en-courages critical thinking as players developstrategies and analyze their results. Byusing a fictional case, rather than a histor-ical situation, it is hoped that players willbe freer to arrive at their own generaliza-tions about the behavior of voters than theywould if tied to a real-world case.Content

City Hall simulates an election campaignin the fictional midwestern city of Arg.While the setting and characters an orig-inal, other aspects of the game are typicalof American politics. The political partiesrepresented are the Republican and Demo-crat; racial-ethnic groups include Blacks,Whites, Mexican-Americans, and PuertoRicans; and variety of occupational andsocio-econot..ic groups are representedThough the number of issues has been keptto a minimum, they are authenticair pol-lution, open housing, and expansion ofpolice services. All the basic processes in-volved in a municipal election are built intothe game, including party meetings, cam-paign rallies, bargaining sessions, opinionpolls, news broadcasts, and voting. Secretballots are used and, as in a real election,no citizen is required to vote. After the elec-tion a public opinion poll assesses supportfor the mayor-elect based on his statementof policy, indicating the likelihood of ef-fectiveness in office. In order to win thegame, the mayor must succeed both in theelection and in the poll.Procedures

Prior to meeting with t:le class, theteacher should become thoroughly familiarwith the game materials and identify thestudents who will play the various roles.

24

Thirty-eight roles are provided with spe-cific directions for increasing or decreasingthe number according to class size. Duringthe first class period, the teacher explainsthe simulation, assigns roles, and distributesplaying materials. Party representatives mapstrategy, bargain, conduct campaign rallies,and prepare policy statements; and mediarepresentatives prepare newspaper items andbroadcast announcements. On the third dayof the activity the players cast their secretballots and elect a mayor. The players thenreact to the elected mayor's policy state-ment in a public opinion poll.

During the debriefing exercises the playerswork in small groups, systematically survey-ing the data from the ballots and publicopinion polls in order to arrive at generali-zations about political behavior. The groupsthen reassemble as a class to hold a generaldiscussion about political behavior.

Evaluative Comments and SuggestionsCity Hall is well designed to accomplish

the stated purpose of demonstrating "howcitizens make voting decisions in choosingtheir elected officials." Care has been takento structure the game as realistically as pos-sible. For example, some voters have morethan one vote to reflect the fact that thosewho have greater resources are likely tohave more potential influence.

The success of City Hall as a simulationdepends on the ability of the players toidentify with their roles and play themaccordingly. This may depend, in turn, uponthe care with which the teacher preparesthe class. The Coordinator's Manual is veryspecific in terms of what preparations arerequired and what the teacher may do asthe game proceeds. With these requirementsmet, students should learn a great deal aboutpolitical behavior by playing City Hall.

THE COLLEGE

Developer:

Publisher:



GAME

Ronald Short

The College Game1001 Banbury DriveSpokane, Washington 992181969

From publisher10-12

Sociology and Human Relations3.15

OverviewThe College Game was designed to ac-

quaint students with decision-making prob-lems that may be experienced by anystudent when he enters college. Playerswork with a profile of a fictitious studentwho is enteang his first year of college andmust allocate the student's time wiselybetween personal, social, and academicpurposes. The game is designed to helpeach participant become aware of the de-mands that can be placed upon him whenhe enters college life, and is intended toenable him to make effective choices whenpersonal conflicts arise during the firstweeks of his own college life.


Heavy paper envelope, 10" x 141/2", con-tains the following:

Coordinator's Manual: 4 pp., 5" x 814",folded paper pamphlet

Additional Materials: Players Rules; 3Profile Sheets; 3 Schedules (Social,Academic, and Personal); 2 clear ace-sate sheets; 1 cleaning rag; 1 die; 3 chinamarkers (red, green, and black)


Required or Suggested TimeTime needed for use of this game varies

from one and one-half to three hours, de-pending upon the skill of the game directorand the length of time used for debriefing.

Intended User CharacteristicsParticipants are required to use minimal

computational skills and to read their stu-dent profile. The game can be played byany multiple of three players; however, it isrecommended that the game director havea game assistant for approximately every 15

25

players. Any room with flexible seatingfacilities can be used.

Rationale and General ObjectivesAccording to Ronald Short, developer of

the game, a student's success in collegedepends a great deal on his ability to adapteasily to conflict-laden situations and to re-solve problems based upon an understand-ing of the consequences of the decisions hemakes. Short has stated that "many suchdecisions are made unconsciously by defaultas the typical student drifts into one activityafter another, without consciously weighingthe consequences." It is the objective of thisgame to have students get a feeling for thekinds of problems that they will face uponentering college, to experience decision-making conflicts, and thus to become betterequipped to make effective decisions whenactually faced with the realities of college intheir own lives.

By the conclusion of the game and de-briefing, students are also to: 1) know whatconstitutes a typical course load and weekfor a college freshman; 2) know that col-lege courses vary in difficulty and that stu-dents have to spend more time on difficultcourses; 3) recognize that some studentsmust study more than others because aca-demic abilities vary; 4) recognize that col-lege life is full of internal conflict; 5)experience the consequences of daily choice-making; and 6) feel that they have somedegree of control over their college careers,even though personal and chance factors dointerfere.

ContentStudents assume the roles of fictional

freshman college students. Accordingly,they plan their first two weeks of collegelife. Academic, social, and personal aspects

of each of the fictional students' lives areemphasized. According to th: game design,there are never enough hours availablewithin a week for the college students tosatisfy their needs within each of their areasof concernacademics, social life, and per-sonal affairs. As a result, students learn tocompromise and to manage time. Theysimultaneously acquire some specific infor-mation about college life and problemstoday.

ProceduresThe game begins when the students organ-

ize themselves into groups of three partici-pants. Each player receives a profile sheet,a plastic playing board, and a cleaningcloth. The game board indicates what areaof the student's lifeeither academic, soc-ial, or personalthat each participant is tobe concerned about. After briefly studyingthe profile, each player indicates the hoursof the day he wishes to use for his particu-lar area of concern. He places either an A(Academic), a P (Personal), or an S (Soc-ial) on the appropriate hour blocks of hisplastic playing board. Players may not allothours that are already designated on thegame board as being for classes or a job.The plastic overlays are then placed ontop of the master board. After a quick look,the students can tell where individual play-ers have chosen the same hours for differentareas of activity. The three players then tryto resolve their apparent conflicts. They be-gin with Monday and work their waythrough the week day by day. There are twotypes of conflicts which they must try toresolve: I) conflicts caused by two or moreplayers wanting to use the same hour, and

26

2) chance conflicts which are written on themaster game board and take precedenceover all other activities. Conflicts are re-solved when two or three players in thegroup agree on how the hour in discussionshould be used. Players may also resolveboth chance and other conflicts if one of theother players voluntarily moves his demandfor time to an unused hour in the same day,but only the same day. Conflicts may not beresolved by players moving backward in thesame day. Scores are determined by addingthe number of hours utilized during theweek for each area of the simulated collegestudent's concerns. The winner is the playerthat comes closest to achieving his assignedquota. The scores for academic efforts canbe translated into grades according to theinstructions written on the back of theacademic game board.

Evaluative Comments and SuggestionsNeither the game nor the simulation com-

ponents of this instructional device are verysophisticated. There is a great deal of chanceinvolved in the determining of the outcomeof the play. The players' capabilities, espe-cially their ability to communicate with oneanother in resolving time conflicts, are quitesignificant in affecting the outcome of thegame. The Coordinator's Manual suggests avery effective technique for introducing thegame to groups, and also provides the direc-tor with assistance for pir,nning a debriefingsession. The game is simple and easilyplayed. It requires no homework prepara-tion on the ,art of the students and littlefrom the teacher. The prime function of thegame is in stimulating discussion and devel-oping students' sensitivity to the potentialproblems and demands of college.

CONFLICT

Developer:

Publisher:



Gerald L ThorpeThe World Law Fund

Simile II1150 SilveradoLa Jolla, California 920371972

From publisher10-12 (Adults)

International Relations and Political Science18-35

OverviewThis simulation game has a futuristic

setting and deals with problems of copingwith the increasing political complexity ofthe world. A conflict erupts in the year 1998over a violation of a ten-year-old disarma-ment agreement. All of the participants be-come involved, as representatives of variousnations, in trying to settle the disagreementpeacefully. This instructional simulationdoes not have a strong game element. It can,however, be a highly realistic and effectivelearning experience, particularly for seniorhigh school students.

Materials and CostCoordinator's Manual: 16 pp., 81/2" x 11",

3-hole looseleaf with brads; includes in-troduction, objectives, suggested timeschedule, procedures, and questions fordebriefing

Additional Materials: participant manualsfor Albion, Ashanti, Bud land, East Sax-land, Gan land, Lopna, Vespu, Vosti,West Germany, Special Situations Coun-cil Chairman, Disarmament CouncilChairman, and Boundary Council Chair-man


Required or Suggested TimeThe game is designed to be played in 45-

to 50-minute class periods. It will require,at the minimum, five days to complete. Inaddition, it will take at least one day tointroduce the game and another to debriefit. You may wish to play additional se-quences of the game. After the studentshave become familiar with the game pro-cess, each complete game cycle can probablybe played in two or three days. Approxi-

27

mately two weeks of classroom time arenormally required to make effective use ofthe game.

Intended User CharacteristicsMinimum mathematical computations and

reading are required of students in playingthis game. Junior high school students caneasily read the printed matter involved. Thesuccess of the game does, however, dependon the participants having a relatively seri-ous and mature view of the world. For thisreason, and due also to the fact that thegame objectives are rather sophisticated, itmay prove difficult to use effectively withjunior high school students. The game canbe played in one large classroom, but it ismuch more desirable to have three separaterooms; the three councils can thus meet andnegotiate in privacy. The teacher does nothave to have a background in internationalaffairs to direct this simulation; however,some understanding of political science andinternational affairs certainly would be help-ful.

Rationale and General ObjectivesThis simulation may he thought of as a

catalytic agent, the purpose of which is tostimulate participants to think seriouslyabout alternatives for achieving world order.It is designed to allow the participants anopportunity to experiment with a hypothet-ical solution to the problem of administeringworld peace among nations. It is not thedeveloper's intent to present a model ofwhat should be or even of what will be, butsimply to stimulate the participants to lookfor a world organization model that wouldenable man to cope more effectively withthe problems of a rapidly changing world.

ContentConflict is based on the model for a "dis-

armed world" that was developed by ArthurWaskow at the Institute for Policy Studiesin Washington, D.C. The game participantshave to learn the mechanisms of Waskow'smodel to function in the game. The modelit built on four basic assumptions, as fol-lows: "1) nationalism is, and will continueto be, a potent force in the minds of men;2) conflict and mutual distrust betweennations will continue to be intense far intothe future; 3) advancing technology willsoon reach a point where means of massdestruction will make war so terrifying anduseless as a tool of national policy thatnations will find a way of controlling it;and 4) an enforced disarmament systemwill be designed which takes into accountthe potent appeal of national loyalty, mu-tual distrust among nations, and great dif-ference in power among nations. A central-ized authority, modeled on the American'Separation of Powers' principle, and someform of major power veto will be promi-nent."

In this game setting, an internationalcrisis emerges when one nation violates adisarmament agreement and the WorldCourt issues "Cease and Desist" orders. Thenation's violation is referred to the threeworld councils. These councils are to decidewhat actions to take against the violators.Students are involved in hying to formulatepolicy that will be to their own nationalinterest and will still prevent the incidentfrom exploding into a devastating worldwar. The students gain experience in simu-lated international negotiation both at theformal council meeting and through infor-mal private discussions among representa-tives of the various nations. Students con-sider the possibilities of an internationalconflict comparable to that which theysimulate happening in the future. The stu-dents are also stimulated to contemplate thecontemporary need for the creation of moreeffective structures for dealing with worldpolitics and problems.

ProceduresThe students are divided into groups of

three participants each. One group of par-ticipants represents the rebel forces of thetroubled area of the world. The othergroups of participants represent the nationsof the world. There should be at least eightnations. It is also desirable to have differentparticipants act as chairmen of the disarma-mem council, the boundary council, and thespecial situation council, although these

28

chairmen can also serve as representativesof neutral nations. The three councilsdis-armament, boundary, and special situationare composed of two types of member-ship. Representatives from other nations areelected to serve on a single council for aperiod of two years. During Phase 1, eachnation first becomes familiar with the find-ings of the world court and then prepares abrief position statement to present at theopening general meeting. After all nationshave spoken at the general meeting, therepresentatives of each nation then meetprivately to formulate plans and developstrategy. Phase 2 is a period of internationaldiscussion. Representatives move from na-tion to nation trying to develop understand-ing and formulate mutual agreements. Eachnation group then meets privately again toprepare for formal council meetings. InPhase 3, the three members of each nationgo to separate council nrtqings where theytry to decide formally what actions theirrespective councils will take with respect tothe treaty violations. After the councilshave made their decisions, the participantshave a short time for informal internationaltalks. This action begins the fourth and finalgame phase. Each participant nation has todecide what the nation's course of actionwill be in response to the council actions.Each nation then fills out its Final ResponseForm. Results are computed and the out-come reported. If the crisis is resolved,everyone wins; if the international politicalsystem collapses completely, everyone loses.If sufficient time is available and the crisisis not resolved after the final phase of play,you may wish to play an additional round.

Evaluative Comments and SuggestionsIt is helpful to introduce the participants

to the final summary report form at thebeginning of the game. This often helps thestudents direct their thinking throughout thesimulation, providing a useful frame ofreference for game play. It is also helpful toannounce at the beginning of the game, thatthe first thing that will be done in the de-briefing session is to have each nation groupexplain the actions they took in the FinalDecision Frrm and how these actions helpedthem obta;n their goals. Knowing this inadvance often increases the students' atten-tiveness to the purposes of the game. Havea mixture of boys and girls in each nationgroup. Boys often tend to be more aggres-sive than the girls and it warps the patternsof action between nations if they are com-prised of all boys or all girls.

CONFRONTATION

Developer:

Publisher:


Subject Area:

Number of Players:

Creative Communications and Research

Creative Communications and Research460 35th AvenueSan Francisco, California 541211970

From publisher8.12

Contemporary Problems, Political Science, and Sociology4-40

OverviewConfrontation: The Game of Students

and Protestors against the Establishment isa simulation game in which students assumethe roles of Students and Protestors en-gaged in dialogue and disagreement withrepresentative Establishment groups. Thegame can be used with students of diverseinterest and ability levels, but its successdepends on the creativeness and thoughtful-ness of the students and teachers involved.The Coordinator's Manual describes' waysin which groups can be established forgame play, but the substance of the gamemust be devised by the participants. No dis-cussion topics for possible disagreementand confrontation are provided. By havingparticipants engage in meaningful dialoguein a controlled learning environment, thedevelopers hope that confrontations in "thestreets" can be avoided in American society.

Materials and CostMaterials Package:Cardboard box, 6" x 6" x 6", contains the

following:Coordinator's Manual: 14 pp., 51/2" x 51/2",

stapled paper cover: includes preparationand play procedures, strategy hints

Additional Materials: 11 ConfrontationTeam Cards, 4 Confrontation ResultsCharts, 16 Confrontation Cards, 18 Stu-dent/Protestor Tokens, 6 Police Tokens,36 Resource Tokens

Total Package $4.95

Required or Suggested TimeThe developers suggest 30 minutes as the

minimum amount of time necessary to playone game with four teams made up of oneor two players per team. With three play-ers on a team, the developers suggest anhour to play one game. With four playerson each of the four teams, they suggest anhour and a half for game play. It is possible

29

to begin the game during one class periodand finish it during subsequent class periods.

Intended User CharacteristicsThis game was not developed for use by

any specific group. It may be used by arange of students with differing ability andinterest levels from grades 8 through 12.According to the developers. "Confrontationcan be played in almost any situationfrom a party setting, to a meeting betweenstudents and community residents, to a fam-ily room, to a school classroom." Partici-pants do, however, need to have interest inthe subject matter of the game. The teacherneeds no special training or expertise foruse of this game.

Rationale and General ObjectivesThe purpose of this game is to have

participants engage in meaningful dialogueabout subjects of concern to them, and pur-sue this dialogue to the point of disagree-ment, in order to simulate divisive points ofview existing in the United States today. Itis the belief of the developers that suchdialogue can create greater understandingof the issues dividing segments of Ameri-can society. It is also their belief that hav-ing students experience discussion of sig-nificant issues in a controlled setting "willencourage 'confrontations' to take place inthe living room, schoolroom, communitymeeting room, and so on, and not in thestreets."

ContentIt is up to the participants to determine

what specific subjects will be discussed dur-ing the course of the game. The teachermight prepare a list of topics in advance,or the selection of subjects might be leftto the students to decide. The content pro-vided by the developers is a conceptualframe in which Students and Protestors en-

gage in dialogue with representative groupsfrom the Establishment.Procedures

Participants are divided into four groups.One group is called the "Students and Pro-testors." The other three group are mem-bers of the Establishment and are selectedfrom the ten Establishment roles providedwith the game. Establishment roles areWashington, State Government, City Hall,The Military, University Administration,Factories and Corporations, Banks and Fi-nancial Community, Merchants, Landlords,and Home Owners. The game may beplayed as either a discussion exercise or as

discussion exercise coupled with competi-tive game rules leading to a winner andloser being declared.

Each round of play is initiated by theStudents and Protestors presenting a de-mand or series of demands to one, two, orall three of the Establishment groups. Afterdiscussion between the Students and Pro-testors and the Sstablishment groups in-volved, the Establishment decides whetherto accept or reject the demands. If theycomply with the demands and are playingcompetitively, they lose some of their re-

30

sources. If they refuse to comply with thedemands, it is up to the students to deter-mine what action to take. If they feel animpasse has been reached, they may callfor a "confrontation." In a confrontation,the Students and Protestors are to decidesecretly whether they will take no action,protest, or riot. In turn. the Establishmentgroups are to decide whether they will takeno action, call police for standby protec-tion, or call police for riot control. Oncedecisions have been made, participants an-nounce the action they have taken andcheck a Confrontation Results Chart to seewhat has occurredwhat resources havebeen lost, damage done, etc.

Eva It, live Comments and SuggestionsThe success of the game depends on the

skill and imagination with which the par-ticipants create and play their roles. Nodiscussion topics are provided with thegame. Aside from the experience of par-ticipating in discussion leading to possibleimpasse and confrontation, learning poten-tial is limited unless students becomethoughtfully engaged in subjects of interestand importance to them.

CONSUMER

Developer:

Publisher:



Gerald ZalbnanAcademic Games Associates, Inc.Johns Hopkins UniversityWestern Publishing Company, Inc.Education Division850 Third AvenueNew York, New York 10022

1969From publisher

7.12 (Adults)Consumer Economics

11.34

OverviewConsumer is designed to involve students

in the day to day decision-making problemswhich face American adults in the market-place. The participants have to decidewhether to use income or credit for theirpurchases. They learn that borrowing fromloan agencies or buying on credit is morecostly than deferring purchases until theycan pay cash. The game can be adapted togroups of varying abilities and backgrounds.The number of players who participate andthe number of rounds which are played arealso flexible.


Cardboard box, 211/2" x 12" x 21/2", con-tains the following:

Coordinator's Manual: 81/2" x 11",stapled paper cover; includes overview,playing directions, role descriptions, sug-gestions for debriefing, bibliography

Additional Materials: 5 durable profilefolders; paper money; 1 pad consumerrecord sheets with consumer rules; 1 padof each of the following: banker's recordsheet and score card, finance companyrecord sheet and score card, Last Na-tional Bank note; Downtown Depart-ment Store payment contract; Fort KnoxFinance Company note; 1 pad specialsales slips; 50 chance cards; 6 coloredpencils; 1 stamp book; 12 each of 11different product cards; 12 displayboards


31

Required or Suggested TimeThe game was designed to be completed

in approximately one and one-half hours iffrom 15 to 17 players are involved. Addi-tional players lengthen playing time. Theauthors suggest that the game be completedin one session. In order to insure that thegame is completed in one session, the play-ing time can be shortened by playing halfthe number of rounds and doubling the cashallowance each round. P' :Sing time can alsobe shortened by assigning participants theirroles (with profile folders) in advance sothat they can become familiar with theirroles outside of class time.

Intended User CharacteristicsConsumer requires a 7th-grade reading

level and elementary mathematical calcula-tion ability. The game can be played withlittle advance preparation; students shouldread their profile folders and the instructorshould briefly explain the order of play.The roles of the credit agents, the salesman,and the coordinator involve record keepingwhich is more complex than the recordkeeping which is required of the consumer.A degree of aggressiveness is needed in thecredit agents, since their role is highly com-petitive. The coordinator is required to exer-cise impartial judgment in settling disputes.Initially, the instructor may want to assumethe coordinator's role or to assist the playerwho does assume the role of coordinator.No previous training in economics ..;-quired of the instructor. Five tables or desksare needed for the credit agents, the sales-man, and the coordinator. The game should

be played in a room which is large enoughto allow the participants some mobility.Rationale and General Objectives

The developers of Consumer believe that-a major goal of society is the education ofadults trained and motivated to act matuv:lyand responsibly." The game is designed tohelp high school students achieve this goalin their role as consumers. It is designed tohelp the students face the many dilemmaswhich occur in the marketplace, such aschoices between necessities and luxuries orbetween credit buying and saving for apurchase.

According to the authors, players willlearn to: 1) compare the interest ratescharged by different financial institutions;2) appreciate the mechanics of credit andthe importance of a good credit rating; 3)understand fully the provisions of a contractbefore signing; 4) guard against unantici-pated events over which they have no con-trol; and 5) consider the opportunity costsof their purchases.

ContentConsumer provides a simulated market-

place in which goods are offered for saleand credit may be ktained. Participants as-sume roles of consumers, credit agents, 01a salesman. Consumers are given money tobuy products which have varying pointvalues. They must decide when to hvycertain items z.nd whether to go into debt toobtain a particular product. Students willlearn about credit, interest rates, productvalue, contracts, collateral, and repossession.They will understand how to budget incomeand how installment buying works. Studentswill make affective gains in appreciation ofcommunication skills, evaluation of choices.and understanding of the value of deferredgratification.Procedures

Ten to 12 students assume the role ofconsumers, three assume the role of creditagents, and one assumes the role of sales-man. The instructor or an advanced studentshould assume the role of coordinator. Con-sumers may be paired and play as teams toexpand the number of students who areinvolved or consumers may be eliminate,' toaccommodate fewer players.

32

The game is played in eight rounds; eachround represents one month. Consumersreceive a monthly income which they al-locate for purchases. Points are gained foreach purchase. Points can be increased byborrowing from loan agencies or buying oncredit. however, participants must g.y in-terest charges which are deducted from theirscore. Each participant's goal is to acquireas many points as possible while keepinginterest charges to a minimum. Each monthconsumers draw chance cards which aredesigned to simulate the real life probabil-ity of unforeseen expense, such -ts accidentsand illnesses and opportunities stmit ass;ecial sales.

The credit agents compete against oneanother to attract loan ,:ustomers; creditagents receive points for each transaction.The agents can ask for col .:ral and canrefuse loans to poor credit

The salesman sells products, -eceivesmoney, and records paints. He can alsoauction a consumer's goods to raise crItaand can help credit agents sell reposszsseditems.

The coordinator directs 'au, game by dis-tributing monthly incotnes, rifying creditstandings, and acting as a iudge in disputesbztween consumers and credit seats.

Pia; is finished when all players havecompleted eight rounds.

Evaluative Comments and SiggestionsConsumer is based on a narrow model of

consumer economics and reelects a middleclass value system, particularly with respectto purchase making. The game can best beused with other economics mateals or ina consumer economics or home economicsclass.

The game may dra' it lines get long atthe business stations which consumers fre-quent. Havinc more than one person actingas a credit agent sometimes alleviates thisproblem.

Although this gam is not difficult, then,is much for participants to remember inorder for the game to function oroperly.The instructor particularly must a^ familiarwith all the different roles and their impli-cations for the participants during thesimulation.

CRISIS

Developer:

Publisher:


Subject Area:

Number of Players:

Western Behavioral Sciences Institute (WBSI)Simile II1150 Silverado StreetLa Jolla, California 92037

1966


International Relations

18-25

Overview

Crisis was designed by Western Behav-ioral Sciences Institute as a simplifiedversion of Inter-Nation Simulation, a gamedeveloped by Harold Guetzkow and CleoCherryholmes but at a more sophisticatedlevel. The purpose of Crisis is to encouragejunior high school students to appreciate thecomplexity of international relations. InCrisis, six imaginary nations comprised ofteams of three to six participants face theproblem of resolving an explosive inter-national incident in a mining area of greateconomic significance to the globe. Thegoals for all countries are to secure partialcontrol of the mine's resources while main-taining internal political stability and worldpeace.

Materials and CostCoordinator's Mandal: 14 pp.:51/2" x 6",

stapled paper cover; includes rationale, in-structions for playing the game, discussionquestions for debriefing

Student Manual: 8 pp., 51/2" x 81/2",stapled paper cover

Additional Materials: World HistorySheets, Decisions and Consequences Forms,World Organization Decision FormsClassroom set of 25 includingCoordinator's Manual $35.00

Classroom set of 35 includingCoordinator's Manual $50.00

Sample set includingCoordinator's Manual $ 3.00

Extra Sets of Consumable Forms $ 2.50Required or Suggested Time

The game can he played effectively inthree to four hours. Actual round time isapproximately 30 minutes.

3.3

Intended User CharacteristicsParticipant involvement requires little

reading or mathematical computation. Al-though the game can be played in a largeclassroom, arrangEments should be madesuch that nation teams cannot overhear eachother; the analysts, messengers, and teachershould be sufficiently removed to allowconfidential team discussions. The teacherdoes not need an extensive background ininternational relations in order to effectivelycoordinate the game.

Rationale and General ObjectivesThe authors believe that students will

acquire a greater sensitivity to the complexi-ties of international problems by participa-ting in a simulation game based on conflictbetween nations. Students are to solveproblems without upsetting the internationalpolitical balance. In the process of the gamethey are to analyze the resource needs andpolitical strengths of nations, to make deci-sions, to accept the consequences of theirdecisions, and to develop effective com-munication skills.

ContentCrisis simulates international crisis as six

nations struggle for control over a miningarea of strategic international importance.Assuming roles as administrators of sixnations which vary in political strength andmilitary capacity, the participants can usemilitary force, written communication, ordebate in the World Organization to achievetheir goals. The primary goals for all na-tions are to secure Dermantium (the ele-ment in the mines) for their citizens, to

prevent destruction of their nations, and tocure world peace. Fact-finding commis-

sic,- is, international police forces, summitconferences, and global alliances may be ar-ranged depending on what the students wishto accomplish as their immediate and long-term goals.Procedures

Each participant assumes the role of anation-state executive. Each round beginswhen nation teams fill out decision formsand decide what strategies will be employedin the World Organization (WO) meetingthat follows. At the WO, a chairman is se-lected, players speak one at a time, anddecisions are recorded on forms. After theWO, players restructure their desks intonation groups, fill out "consequences"forms, and decide what they will propose forthe next round. Rounds follow the samepattern of deadlines and schedules, eachrepresenting six months of real time. Mes-

34

sengers gather proposals from the nations,giving them to the analysts who computethe information in terms of militarystrength. This information is disseminatedto the nations which continue to negotiatebased on the new information. The teacherplays no active role other than changing theprocedural rules. Winning consists not ingathering points but in acquiring Derman-tium and securing world peace.

Evaluative Comments and SuggestionsThe model is open-ended, allowing the

participants to employ almost any actionthey perceive as desirable for achievingfinal successful acquisition of Dermantium.Crisis, which clearly represents Cold Warpolitical developments, facilitates furtherstudent exploration and appreciation ofpresent day problems of resource allocationin Southeast Asia, the Middle East, andsimilar underdeveloped areas of the world.

CULTURE CONTACT

Developer:

Address:


Subject Area:

Number of Players:

Abt Associates, Inc.Abt Associates, Inc.55 Wheeler StreetCambridge, Massachusetts 02138

1969

From publisher

6-12

Anthropology, Sociology20-30

.1

OverviewCulture Contact, developed by Abt Asso-

ciates, Inc., simulates the potential conflictsand misunderstandings between two peoplesof widely different cultures. Students as-sume various roles within one of the twocultures and then interact with one anotherand with the group. Students will see theimportance of communications and inter-action between cultures.

Materials and CostCoordinator's Manual: 12 pp., 81/2" x

11", stapled paper cover; includes direc-tions and rules for playing, scoringprocedures, post-game discussion sug-gestions, and background of two cultures

Student Materials: 30 manuals, 8 pp.each, 81/2" x 11", loose sheets; includerole description, diagram of social struc-ture of the cultures, general back-ground on the culture

Additional Materials: three 81/2" x 11"training cards; one 81/2" x 11" deed;one 81/2" x 11" lease; eight 81/2" x11" maps

The following items are printed on 81/2"x 11" colored construction paper andmust be cut to the proper size on per-forated lines: 24 trees, 10 barrels ofwater, 10 barrels of food, 100 necklaces,and 20 axet,


Required or Suggested TimeCulture Contact was designed to be

played in two to five 50-minute classperiods. There are four team planning ses-sions, ten minutes in length, and three talk-ing sessions which take ten minutes each.The game loses its effectiveness if playeda second or third time.

35

Intended User CharacteristicsStudents need only enough reading abil-

ity to understand their roles and simple ad-dition skills. Six students must assume rolesas interpreters and need to be somewhataggressive to fill these roles. No advancedteacher preparation in content or in playingthe game is necessary. The two "cultures"should be kept separated and should not bepermitted to communicate during the plan-ning periods. This separation requires alarge room or some effective means of keep-ing the groups at a distance from eachother.

Rationale and General ObjectivesThe game is designed to give students

insight into cross-cultural behavior l.'breakdown of communications be.

tween cultures, and problems that developwhen there are language barriers betweenpeople. Students will learn that the generalnature of a culture determines behavior forindividuals within that culture.

ContentStudents will deal with patterns of be-

havior as evidenced by cultural roles. Theywill also experience intercultural barrierssuch as language, governing structure, andvalues. Two societies, one an agrarian,peace-loving, island society isolated fromthe world, and the other an organized trad-ing society, come into contact. These twosocieties must work at establishing sometype of interrelationships while maintainingtheir separate cultures.

Procedures

Each student's objective, as he assumesa role, is to achieve his goals either as amember of the Grannister or the Elenian

culture. In order for each society to achieveits goals, it must maintain its present wayof life as much as possible. Three membersof each team act as interpreters. All otherplayers must communicate with the otherculture through the interpreters. The trad-ing of items such as maps, trees, food, andwater, all of which have various values,provides means for the two cultures tointeract. A team planning session is fol-lowed by a bargaining session which is con-ducted by the interpreters. Results of thebargaining session are used in the nextplanning sessions. In the fourth and finalplanning session, each group discusses whatit has given up and what it has gained.After describing the game, assigning roles,

36

and briefing the students on the proceduresand their roles, the instructor has no partagain until the debriefing of the game. Alist of discussion suggestions is provided inthe Coordinator's Manual for use by theinstructor. These qt.estions emphasize cul-tural differences, intercultural relationships,and communication problems rather thanspccific explanations of what occurred in theplaying of the game.

Evaluative Comments and SuggestionsThe game has 30 possible roles. If there

are fewer players than 30, some roles can beeliminated. Culture Contact is one of thefew simulations which deals with inter-cultural problems.

CZAR POWER

Developer:

Publisher:


Subject Area:

Number of Players:

Instructional Simulations, Inc.Instructional Simulations, Inc.2147 University AvenueSt. Paul, Minnesota 551141971

From publisher

9-14

History, Political Science, and Sociology

20-30

OverviewCzar Power simulates the political forces

at work during the reign of Czar AlexanderII of Russia in the mid-19th century. Indi-vidual roles with appropriate biographicalinformatiln are assigned to each participant.Five socii.' classes are represented includingnobility, clergy, civil service and military,merchants and craftsmen, and serfs andpeasants. In a series of timed problem-solving sessions the participants play outtheir roles as both individuals and groupsin efforts to influence the Czar, who finallydecides what course of action to take oneach problem. Participants compute theirgains or losses based on their own choicefrom among the allowed alternative actions.Materials and CostMaterials Package:Cardboard box, 111/2" x 9" x 21/2", con-

tains the following:Coordinator's Manual: 18 pp., 81/2" x 11",

stapled paper cover; includes rationale,objectives, applications, and complete in-structions for procedures and scoring

Additional Materials: 30 identity state-ments, 1 problem synopsis, 5 problemalternative statements, 14 problem infor-mation sheets, 26 petition forms, 32 indi-vidual scoring forms, and 14 problembenefit cards

Total Package $22.50Required or Suggested Time

The total recommended time for CzarPower is 13 hours. However, this presumesfour hours of "enabling" or preparatoryactivities. Playing time can be reduced byelecting to work through fewer of theproblems provided.

Intended User CharacteristicsThe game will be most comprehensible

to students if it has been preceded by apreparatory unit on Russia in the 19th

37

century. Otherwise students are likely tohave misconceptions about their roles andmany of the developments in the game. Inaddition, the identity statement for eachplayer lists "Quest Tasks," such as famil-iarization with some basic vocabulary andterms which should be completed beforegetting into play. It is recommended that amap of Russia and Eastern Europe be dis-played and at least one basic reference onRussian history be provided in the room(suggested titles are in the Coordinator'sManual). The room should provide spacefor the players to group according to socialclass and affiliations, and there should beroom to move about while the game is inprogress. Since Czarist Russia was a mascu-line-dominated society, female participantsmust adjust to playing masculine rolesexcept that a female may play the role ofCzarina instead of Czar. Scoring proceduresare rather complex, and students must beable to perform a series of arithmeticaloperations on both positive and negativenumbers. Although not specified in the Co-ordinator's Manual, a check-up system onscoring would be advisable.

Rationale and General ObjectivesCzar Power was designed by IS1 as one of

a number of "active case studies" in itsConcepts of Modern Man series. In this casethe concept is autocracy. The use of CzaristRussia as the model is intended to providethe players with insights, not only into thenature of Russian autocrative rule in the19th century, but also into the nature ofpower in any hierarchical structure.

It is intended that the players will cometo recognize the forces which tend to buildand perpetuate hierarchies of power, includ-ing such things as tradition, the vested inter-ests of higher socio-economic classes, andthe relative impotence of lower socio-

1

economic groups. Each participant mustseek to further his own interests as well asthose of his social class, .nd he must dothis within the limits that the system pro-vides. Thus the playing of the game isexpected to increase the player's awarenessof the role of vested interest groups, therelationship of a group's influence to theresources at its command, and the risksentailed in trying to buck the system.

The game provides a way of learning byexperience how the Russian autocracy spe-cifically, and autocracy in general, operates.But it also provides a way of consideringalternatives and speculating on how dif-ferent courses of action might have led toother, and perhaps more satisfactory, out-comes.Content

From 20 to 30 people, playing individualroles and representing five social classesunder the Czar, try to influence his decisionson a series of problems. The Czar decidesthe priority in which the problems will beattacked. While the ultimate approach todealing with any problem is up to the Czar,he may be affected by the advice of suchpeople as his individual ministers, the HolySynod of the Church, and his State Council.There are 14 problems to choose from, anda full playing of the game involves workingthrough 12 of them. The problems areSocial Position of Serfs and Peasants, Dis-tribution of Land and Land Reform, Po-litical Movements and Rebellion, ReligiousTolerance, State License to Create Monopo-lies on Trade and Commerce, the PolishQuestion, Taxation and Tax Reform, Ap-pointment of a New Moscow Metropolitan,Russian Interests in the Black Sea, Expan-sion to the East, Military Needs and De-fense, Educational Reform, Secret Police

38

and Censorship, and Government Reorgani-zation.

ProceduresPrior to getting involved in play, a con-

siderable amount of preparatory activity isnecessary, such as familiarizing studentswith the historical period of the game. Whenthese have been completed, the Czar ishanded the Problem Synopsis, from whichhe chooses four problems to deal with inthe first period of play. All participants, in-cluding the Czar, must choose from amongspecific alternatives which are open to themin solving each problem. Gains or losses foreach individual are tabulated through afairly elaborate scoring system, which pro-vides for changes in wealth, status, andquality of life. It also provides for punish-ments, including fines, imprisonment, andbanishment. Allowances arc made in thegame for the overthrow of the Czar bycoup d' etas or popular revolt, but onlyunder clearly specified conditions. Followingthe game, players discuss the plausibilityand rationales of the alternatives in thegame and speculate on the outcome hadother alternatives been followed.

Evaluative Comments and SuggestionsCzar Power is a very realistic simulation.

The problems dealt with in the game, theprocess by which the problems arc consid-ered, and the role identifications and restric-tions are all in accord with the realities ofCzarist Russia. The element of chance isomitted; but there is a competitive element,for players may recognize themselves as"winners" or "losers" in terms of varyingdegrees of satisfaction or dissatisfaction.Feedback from the classroom indicates thattwo good descriptors for Czar Power are"complex" and "authentic."

DANGEROUS

Developer:

Publisher:


Subject Area:

Number of Players:

PARALLEL

Roger G. MastrudeForeign Policy Association

Scott Foresman and Commy1900 East Lake AvenueGlenview, Illinois 600251969

From publisher

8-12 (Adults)

International Relations and Political Science18.36

OverviewOriginally conceived by Roger Mlisirude

of the Foreign Policy Association anddesigned by Abt Associates, DangerousParallel introduces students to "a realisticlaboratory experience of international de-cision making and its consequences." Siximaginary nations must resolve a conflictbetween two bordering small nations or faceworld war. Working within the profiles oftheir nations, participants assume the rolesof top cabinet leaders who must allocatetheir resources to achieve national goals ininternational conflict while at the sametime trying to avoid war. Participants willnot only gain insight into the nature ofhigh governmental leadership positions butwill also have an opportunity to practiceanalysis of goals and develop communica-tion skills.


Cardboard box, 934" x 10" x 131/2", con-tains the following:

Coordinator's Manual: 160 pp., 81/2" x11", stapled paper cover; includes rulesfor game, rationale and objectives, film-strip and record script, discussion ques-tions, and copy of student manuals

Student Manual: 24 pp., 81/2" x 11",stapled paper cover; 36 separate man-uals, different in some respects to reflectdifferent cabinet positions and nationalprofiles

Additional Materials: 36 Information Filebooks, 6 Top Secret Resource Envelopes,36 Minotaur badges, 6 Decision Choicewheels, 6 Identification Easels, 12 Deci-sion Maker's Checksheet pads, 6 Deci-sion Report forms, 1 Consequences Cal-

39

culator, 1 filmstrip, 1 record to accom-pany filmstrip


The actual simulation will require five orsix days of classroom time, involving ap-proximately 40 minutes each day. Only oneround should be played each day, thus leav-ing extra time between rounds for "deliber-ation, analysis, and preparation." The de-velopers also suggest that the simulationbegin on a Friday to give participants theweekend to become familiar with the CrisisManuals. Discussion and post-game follow-up activities will require additional class-room time.

Intended User CharacteristicsA 7th-grade reading level and simple

arithmetic skills are required for assessingbattle casualties and costs and for writingup national decision reports. No previousknowledge of subject matter is required. Infact, having no previous historical back-ground may prevent students from makingsuperficial historical parallels with the Ko-rean War and attempting to act out histor-ical events with limited information. Theteacher will act as the "control," becomingthe time keeper, observer, and collector ofmoney and troop units. A record player,overhead projector, and filmstrip projectorwill tv required. A classroom that willallow for considerable student movementand discussion, as well as placement ofchairs into six groups that will allow forsome privacy, is required.

Rationale and General ObjectivesThe developers state that, "this simula-

tion offers students an opportunity tocarry out many of the functions of a

nation's top-level decision-makers." Asworld leaders, students arc required to ex-plore the importance of national priorities,understand the relationships between longrange goals and everyday decisions, andestimate how and why consequences followfrom decisions. After playing DangerousParallel, participants will hopefully under-stand some "significant ideas about decision-making and the nature of internationalnegotiation."

ContentDangerous Parallel simulates international

crises as six nations of differing size, tech-nological developmer1, ideology, and mili-tary strength attempt to resolve militaryaggression between two small nations. Act-ing the roles of high cabinet ministers,participants must determine in succeedingrounds whether or not to pursue nationalobjectives militarily that would risk globalwar, or seek to achieve their goals throughpeaceful negotiation. International councils,troop deployment, alliances, diplomacy, andsubterfuge are possible options participantscan use to increase national strength orprevent others from gaining internationalpredominance.

ProceduresAfter a filmstrip and a recording exercise

which present the historical events that ledto the outbreak of war, participants assumethe roles of chief minister, political minis-ter, defense minister, and ambassador atlarge for each of the six nations. (If classesare smaller, less important roles within eachnation may be excluded.) Students groupthemselves according to their respective na-tions and become familiar with their na-tion's profile, individual government roles,and the current state of world affairs. Inround two, cabinet members meet with chiefministers to determine national goals andestimate other nations' goals. Rounds threethrough six follow the same basic format:1) cabinet ministers confer and submit their

40

departmental analyses of the current situa-tion to the Chief Minister, who makes aconsensus decision on national action andgives ambassadors their instructions; 2)ambassadors negotiate and pass informationback to the Chief Minister: 3) Chief Minis-ter again meets with Cabinet to make aFinal Decision Choice which is submitted toControl (teacher): 4) the Control computesconsequences of each of the six nations'choices; 5) this computation describes aNew World situation (e.g., war, militaryescalation, call for a new international con-ference). Cabinet members and chief minis-ters meet again to react to the new worldsituation, which is the start of the nextround. The game ends when either a peacesettlement or all-out war has occurred.The winner is the team who has sufferedleast economic and military loss whilecoming nearest to accomplishing nationalgoals. If global war occurs, everyone loses.Eva lucti73 Comments and Suggestions

Although a long, involved game, Danger-ous Parallel is highly motivating, especiallyfor those students who do not normallyexpress themselves verbally in regular class-room discussions. Especially capable stu-dents, however, sometimes feel restrictedduring decision making in the final round.This feeling of restriction can be overcomeby a teacher who is flexible with the rulesand quick to offer, alternatives in game play.Students who play toles as members ofunderdeveloped and neutral countries mustquickly realize that their roles are aspeacemakers instead of world leaders, whichis also sometimes frustrating. Students nor-mally become involved in the purposes ofthe game, and don't treat the game activitiesas a simple exercise in warfare. After gameplay has concluded, students also seem to beless willing to look for quick, easy solu-tions to international disputes and under-stand more readily the potential ambiguitiesof international relations and the feasibilityof diplomatic stalemates.

DEMOCRACY

Developer:

Publisher:


Subject Area:

Number of Players:

James S. ColemanAcademic Games Associates, Inc.Johns Hopkins University

Western Publishing Company, Inc.Education Division850 Third AvenueNew York, New York 10022

1966, 1969

From publisher

7-9 (10.12)Political Science6-11

OverviewDemocracy is a set of eight games which

develop from simple to complex; the setrepresents various st,..ges of decision makingin the democratic process. Participants playthe roles of legislators in Game 1 andcitizens in Game 2. Game 3 links the rolesof legislators and citizens and shows therelationship between these roles in a repre-sentative democracy. The advanced gamesare variations of Game 1 and teach morecomplex principles of political decisionmaking.Materials and CostMaterials Package:

Cardboard box, 111/2" x 834" x 1", con-tains the following:

Coordinator's Manual: 12 pp., 81/2" x11", stapled paper cover; includes ra-tionale, directions for playing, advancedversions of the game, suggested follow-up activities, and bibliography

Student Manual: 7 pp., 81/2" x 11",stapled paper cover; includes rules forGames 1, 2, and 3; advanced games notincluded (5 manuals are included)

Additional Materials: 8" x 12" perforatedcardboard sheets to be separated into 3"x 2" cards as follows: 52 Constituencycards, 20 Age, Sex, and Marital Statuscards, 66 Regional cards (11 cards foreach of 6 regions), 8 Issue cards; 1 padof Legislator's Work Sheets, 1 pad ofCitizen's Work Sheets, 1 Chairman'sCheck List

Total Package $8.00

41

Required or Suggested TimeGames I, 2. and 3 can be played in 50-

minute class periods if students have beenbriefti the previous day. The more ad-vanced games may require two or more50-minute periods. Additional time is re-quired for debriefing and follow-up activi-ties.


addition and subtraction skills are required.No previous knowledge of subject matteris required by the participants or the in-structor. Participants should be groupedaround a large table, although individualchairs groupfd in a circle can be used.

Rationale and General ObjectivesDemocracy has been designed to illustrate

the decision-making process in a represen-tative democracy. Students will see not onlyhow decisions are made, but also how indi-vidual citizens influence the democraticprows. By assuming roles as legislators inGame 1. participants will understand theduties and responsibilities of legislators andthe dependence of legislators on the desiresof their constituents.

In Game 2, participants will assume rolesas citizens and, through the processes ofvoting and negotiation, learn the importanceof informal influence.

Game 3 combines a citizens' meeting witha legislative session to show relationshipsbetween the final decisions reached and thedesires of individual citizens.

Objectives for Games 4 through 8 involveunderstanding more complex processes

which are involved in political decisionmaking.Content

In Game 1, a legislative session takesplace in which each player attempts to getbills passed or defeated. The player's actionsas a legislator are dependent on the wishesof his constituents. Each participant tries tosatisfy his electorate in order to be re-elected.

Participants assume the role of citizens inGame 2. Each citizen has a specific socialand economic background. Players attemptto influence others to vote for legislation onissues which are beneficial to them.

Game 3 is a combination of Games 1 and2. A citizens' meeting is held and partici-pants decide on issues to support. A legis-lative session follows and legislators musttry to satisfy the desires of citizens by ap-proving support of these issues.

The five more complex games are varia-tions of Game I. They involve by topic:A Legislator's Own Convictions, The Powerof the Floor Leader, Passage of a Legisla-tive Program, Committee Structure in theLegislature, and Taxation and Public Ex-penditure.

Process skills with respect to decisionmaking and negotiation are involved inplaying these games. Students will learn tovalue the roles of influence and pressure ina representative democracy.Procedures

Procedures for playing Democracy varysomewhat with each game. Only proceduresfor the three basic games are described here;Games 4 through 8 are the same as Game 1with additional rules and variations instrategy for each.

In Game I each player assumes the roleof a legislator. One player is elected orappointed as chairman. Each legislator re-ceives constituency interest cards indicatinghow his constituents feel about issues.Legislators make speeches, plan, bargain,and vote on issues. Time is then allotted forfurther negotiation and a final roll call vote

42

is taken. Positive scores are given for votingwhich satisfies a legislator's constituents andnegative scores are given for votes castagainst the desires of constituents. Thereare eight issues and the game is completewhen votes have been cast concerning allof them.

Participants assume roles as citizens inGame 2. Each player has an individual age,sex, marital status, occupation, income, andrace which is assigned at random. Oneplayer is elected or appointed as chairmanand negotiates and votes just as the otherplayers do in addition to conducting thecitizens' meeting. A citizens' action meetingis conducted in one of six regions of theUnited States. The purpose of the meetingis to negotiate and vote on six issues. Par-ticipants make statements about who theyare and what their position is on issues.They plan, bargain, vote, negotiate, andthen take a roll call vote. Scoring on eachissue is positive ii the outcome satisfies aplayer's interest and negative if it does not.

In Game 3, players are divided intogroups. All six regions meet at once andhold a citizens' meeting as described inGame 2. Players use their scores as inputfor the constituency interest scores to beused in the legislative sessions. Players areregrouped to form six different legislaturesand play proceeds as in Game I. Winning isbased on the highest combined score fromthe two games.

After the games have been introduced,the role of the instructor is to organizegroups and answer any que.,tions which mayarise. He does not participate in the simula-tions.

Evaluative Comments and SuggestionsThese games are good for both teachers

and students who have not had previousexperience with simulation; this is primarilybecause they proceed from an easily mas-tered, simple format in Game 1 toprogressively more complex formats in thegames which follow.

DIG

Developer:

Publisher:



Jerry LipetzkyInteract CompanyBox 262Lakeside, California 920401969

From publisher9-12 (6-8) (Adults)Anthropology

14-36

OverviewDig was developed by Jerry Lipetzky, a

high school teacher with David Yount andPaul Dekock of the Interact Company, atEl Capitan High School in Lakeside, Cali-fornia. Dig has been designed to be thebasis of a four-week instructional activityincorporating gaming and simulation com-ponents with study of anthropological con-cepts and archeological field experience.Although designed for use with high schoolstudents, the game can be used with a widerange of student age groups. Teachers needno background in anthropology; however,some background, specifically archeology,would be helpful.


One 81/2" x 11" booklet with removableplastic binding; booklet is designed as aguide for the teacher to use in producingthe game materials; each page may beremoved individually and duplicated forclassroom use; booklet contains the fol-lowing:

Coordinator's Manual: 33 pp., includesrationale; annotated bibliography; over-view; four-week time schedule of gameactivities; specific instructions; copies ofall sheets used in game, including 3Assignment Sheets; Artifact BlueprintSheets; Before and After Museum Cards;Museum Artifact Reconstruction Form;Culture Universal Analysis Sheet; CAPSBalance Sheet; Culture Universal Sheet;example of a topographic site map;Archeological Site Survey Record Sheet;Artifact Record Sheet; ArcheologicalFeature Record Sheet; ArcheologicalStratigraphy Record; Archeological Pho-

43

to Record; and a Team Guide for theBig Dig

Student Manual: 1 p., includes explana-tion of tasks for the game

Total Package (One Booklet) $10.00Required or Suggested Time

The developer provides a suggested timeschedule for use of this simulation gameAlthough it can be altered at the discretionof the teacher and students, the schedulecalls for use of four weeks of classroomtime, based on classroom periods of approxi-mately 45 minutes each.Intended User Characteristics

Although originally designed for use withhigh school students in anthropology orhistory classes, the game can be used with awide age range of students. The Coordina-tor's Manual specifically states that teachersneed no background in anthropology to usethis game successfully; however, some an-thropological training would be helpful.Rationale and General Objectives

This simulation game is actually the basisfor a four-week unit of instruction and hasbeen-designed to integrate game theory asan effective facilitator of meaningful studentlearning with study of basic anthropologicalconcepts. The developer provides an ex-planation of his intent and objectives in theCoordinator's Manual, as follows: "In Digyour classroom will become an archeologicallab, filled with the type of heated discus-sions and questioning interpretations thatcharacterize the discipline of archeology.Unusual and exotic artifacts will be exca-vated . . . using the scientific techniquesemployed by professional archeologists.They (students) will record their observa-tions and measurements on the same formsused by many museums and universities.

II

After the artifacts have been restored andanalyzed, the 'ancient civilization' responsi-ble for the remains will 'return' and allowthe archeologists to discover the accuracy oftheir findings and interpretations." In addi-tion to simulated experiences as archeolo-gists, it is the intent of the developer thatstudents will learn basic anthropologicalconcepts as well as respect for creativity andcraftsmanship and will acquire skills inscientific expression.Content

The following are listed in the Courdina-tor's Manual as being included among thoseconcepts that students will acquire in theirexperience with Dig: "1) All people, pastand present, have shaped their beliefs andbehavior in the face of universal humanproblems and needs; 2) the various ele-ments of any culture are interrelated andcannot be understood without examining theculture as a whole; 3) the culture of anysociety is constantly being altered, and achange in one element will affect changes inother elements; 4) it is difficult to examineand interpret cultures different from yourown; 5) art reflects the ideas and moods ofa culture; and 6) individual effort and groupsuccess are closely related." According tothe developer, students are also to acquirethese attitudes and skills: "1) respect andadmiration for creative and skillful crafts-manship; 2) respect and admiration for theindividual capable of creative thinking;3) techniques of field archeology; and4) development and release of creativity."Procedures

The game is divided into four phases. InPhase 1, students divide into two teams.Each team creates its own culture, identify-ing such characteristics of the culture asgovernmental form, economic system, and

44

religious beliefs. During Phase II, the mem-bers of each team create artifacts that areappropriate to their cultures. The artifactsmust be blueprinted and justified as to whythey are appropriate products of their cul-ture. During this phase, the students alsoare instructed in the proper formal proce-dures for archeological excavation. Crewchief, diggers, measurers, and other dig crewtasks are assigned. Phase III is devoted tothe actual dig. Students use archeologicaltechniques and reporting forms to uncoverthe artifacts of the civilization left by theother team of students. Although the Man-ual explains in detail how the dig can beconducted on large-size plots of land nearthe students' school, it also includes sugges-tions for modifications of the exercise if noarea or means for outside "excavation" arepossible. Phase IV is for the final report andwrap-up activities. Each team records andinterprets its findings. Both teams then ex-plain their findings to each other, and sufferthe pleasure and humility of immediateverification or repudiation of their results.The final activity of the simulation is thestudent evaluation of the project. A sugges-ted questionnaire for the final evaluation isincluded in the Coordinator's Manual.

Evaluative Comments and SuggestionsDig is one of the very few games avail-

able for use in anthropology, specificallyarcheology, instruction at the high schoollevel. It is a well-organized and detailedinstructional activity that can be bothexhilarating and instructive. BotN studentsand teacher have to be willing to becomeinvolved in the imaginative creation of thecivilizations that are "discovered" and cer-tainly should not be averse to dirtying theirhands in the actual field work involved i

the archeological excavation.

DISCOVERY

Developer:

Publisher:


Subject Area:

Number of Players:

John Wesley

Interact CompanyBox 262Lakeside, Califomia 920401971

From publisher5 (44)American History, Geography, and Sociology

10-35

OverviewDiscovery, an upper elementary level

simulation, was designed to last approxi-mately 23 hours or about one hour a dayfor four and one-half weeks. Several of thephases can he shortened or eliminated with-out affecting the simulation, however. Pis-core..y is focused on early American coloni-zation. The t'evelopers state that the simu-lation "takes the student beyond the tradi-tional texbook approach to exploration andcolonization and acquaints him with some ofthe realities these people had to face." Stu-dents are expected to learn about the sig-nificance of geography, natural resources,land use, and societal relationships as theymove through the various phases of thesimulation.

Materials and CostMaterials Package:One 81/2" x 11" booklet with removableplastic binding: booklet is designed as aguide for the teacher to use in producingtt game materials: each page may beremoved individually and duplicated forclassroom use; booklet contains the follow-ing:

Coordinator's Manual: 30 pp., includes pur-pose of the simulation: objectives: over-view; set-up directions; unit time chart:daily lesson plans: background reading:Indian Interaction Chart; teacher mapshowing geographical location of theAcorns, hocks, and Segues; general atti-tude survey: opening quiz: general rules:group offices (division of labor amonggroup members): student map: Before YouSail Sheet: list of unit weight for ships;sea log; population record; chart of dailylabor: Supplies Cards: Action Cards de-tailing chance events

Student Manual: I pp., contains informationabout Discovery and tasks to perform

45

during simulation; 35 per packageTotal Package (One Booklet) $10.00Required or Suggested Time

Althoug:i designed as a four and one-halfweek teaching unit, the developers state thatvarious portions of the simulation can beshortened. eliminated, or assigned as home-work. The specific purpose or objective foreach day of play is stated in the daily les-son plans. It would, therefore. be possiblefor a teacher to choose cerain activities tomeet more limited objectives than those out-lined for the entire simulation.Intended User Characteristics

Discovery is appropriate for use by 5thand 6th grade students. The structure andcontent of the game could be grasped by4th graders, although the reading level isprobably too difficult without extensiveadaptation by the teacher. Some arithmeticskills are required to determine shippingunits to which each playing group is en-titled. cost of food, monies owed to thegovernment or private enterprise, ; nd soforth. Several hours of teacher time arerequired to prepare and reproduce thematerials.

Rationale and General ObjectivesIn all its simulations Interact strives to

include traditional subject matter: get stu-dents involved by employing a "fiercelycompetitive" scoring situation: and providea simulation which, although explicitly de-tailed, can be modified for specific needs.After the simulation experience students areexpected to understand: "1) why people ex-plore and establish colonies: 2) what geog-raphy means to colonizers; 3) how theavailability of natural resources affects thesuccess or failure of a colony: 4) hownature affects attempts at colonization; 5)what materials are needed to begin a colony :,6) where the best potential locations for

colonies can be found; 7) what types ofhardships and hazards colonists face; 8)what groups of colt...lists have to do dailyin order to survive; and 9) what flags areand why we have them." Students are ex-pected to develop skill at map reading andmaking, be able to apply their new knowl-edge, and work in a situation when, tasksare divided. Finally, the developers suggestthat students will experience "I) tie chal-lenge of carrying out individual tasks; 2)the responsibility of working to make con-tribution to a group; 3) the necessity ofdividing responsibility in order to solvelarge problems; 4) the satisfaction resultingfrom effective role p!:_ling; and 5) thefrustration and helplessness when facing theunknown hazards of naturc."Content

The content focus of Discovery is uponthe early colonization of America. The play-ers study a variety of maps depicting rr)-graphical features and natural resourcthey can determine good landing sites. Var-ious reasons for exploration and colcatza-lion are discussed, and during the sin.ula-tion the players' actions are restricted ac-cording to the particular goals they expectto achieve by colonizing. Decisions as tosupplies which must he purchased, materialtAssessions which should be taken along,and ways to interact with the Ind;futs mustbe made. Sailing Cards and Action Cardssugges real situations which explorers mustface as they seek to colonize new land, pro-vide themselves with sufficien food, andearn Colonization Points (units utilized todetermine colonial wealth). Each group'ssuccess is dependent upon the active par-ticipation of all group members in thecolonization struggle.

46

Pracct turasThe Coordinator's Manual of Discovery

provides .retailed daily lesson plans pins aunit time chart to guide the development ofthe simulation exercises. The ti.chniquer andteaching strategies are vat'....cl to reacts nnarray of cognitive, affective, and skill ob-jectives. The activity opens with an attitudesurvey in which the opinions and belieh ofthe students concerning exploration andcolonization are surveyed. Intensive mapstudy and map-making exercises sev-eral days culminate the first phase o: thesimulation. The second phase is col,xrnedwith a number of decision-making tasks inwhich the specific reasons fot undertak'ngcolottiz. tier, are determined and laal plansare ML4C for provisioning the voysIge. Tnphase three tne students role play sailing,landing, defen3ing, and .naLtainiiiis thenewly established colony. Re,:ords of theresults are kept. D. briefing is devoted to anevaluation of the information, skill!, an,iattitude changes of the students;' of thegroup interact' .s which took place earringthe simulation; and, finally, of the shnulation itself. The winner in Discovery is thegroup or colony which completes the gamewith the most COLPS ( colonizatLn pointswhich are the &Att. used to determinecolonial wealth).Evaluative ,.omments find Suggestions

Discovery offers an opporttinity for theteacher to go beyond traditional textbookapproaches to the study of North Americascolonization. The multiplicity of strategic,employed should serve to involve studentsand keep them interested in the unit. Theteacher will ht.ve to spend several hoursreproducing the :materials necesary to im-plement the game.

DISUNIA

Developers:

Publisher:


Subject Area:

Number of Players:

David Yount and Paul De Kock

Interact CompanyBox 262Lakeside, California 920401968From publisher9-12 (Adults)

American History and Political Science20-35

OverviewDisunia is a simulation game designed by

David Yount and Paul De Kock for use inhigh school American history and politicalscience classes to examine the developmentof the United States Constitution in the his-torical period from 1776 to 1789. This gameis popular with many teachers because itcombines traditional research activities andemphasis on cognitive skills with role-playing activities in a simulated environ-ment.


One 81/2" x 11" booklet with removableplastic binding; booklet is designed as aguide for the teacher to use in produc-ing the game materials; each page maybe removed individually and duplicatedfor classroom use; instructions are giventhe teacher for making name tags, Pres-sure Cards, and other necessary mate-rials; booklet contains the following:

Coordinator's Manual: 28 pp., includesrationale, directions, three-week scheduleof time for game activities, miscellane-ous teaching suggestions, content to beused in making Press';: Cards, BasicStudent Assignments ; to be required ofall students), Depth Assignments (to beused optionally as advanced work),game forms, Steps for Giving a FormalPersuasive Speech, Outline of SimpleParliamentary Procedure, Student Per-formance Tests with a Teacher AnswerGuide

Student Manual: 4 pp., includes Historyof Disunia, explanatior of tasks andrules, and the Articles cf Confederationof the United States of Disunia

Total Package (One Booklet) $10.00

Required or Suggested TimeThe authors provide a three-week item-

ized schedule of activity for use of thisgame. Called a Unit Time Chart, thisschedule delineates what each student andthe teacher will be doing throughout thethree-week period. Student time is dividedbetween simulation activity and required(Basic) assignments; however. the addi-tional research (Depth) assignments whichare suggested in the Coordinator's Manualcould easily be the basis for expanding theuse of the game beyond the suggested three-week time period. The length of classroomtime spent each day is not clearly specified;however, one hour of classroom time spenteach day for the three-week period is suffi-cient. The Basic and Depth Assignments willinvolve student time spent out of class.

Intended User CharacteristicsThis game has been designed for use in

American history and political scienceclasses by junior and senior high school stu-dents; adults could also use the game. Itsflexibility for use at different age levels isbased on the fact that the game itself isdesigned to depend upon use of supplemen-tary resource materials. These materialsmay vary in complexity; for example, 7th-graders might read elementary analyses ofthe problems faced by early American citi-zens, whereas senior h:gh school studentscould read sophisticated analyses of the di-vergent political philosophies of the writersof the United States Constitution. Studentsneed minimal computational skills in orderto keep track of their military resources,population, wealth, etc.

The teacher should have some back-ground in United States history; under-standing of political science and economic

47

theory would be particularly helpful to theteacher when using the game at tipper gradelevels.

students need to be able to work in smallgroups during the simulation activities. Anextensive resource center or library wouldbe helpful in facilitating the students' re-search activities.

Rationale and General ObjectivesInteract games are designed to combine

traditional classroom learning and researchactivities with gaming and simulation con-cepts. The authors believe that students willlearn and will enjoy learning if they areseeking understanding and information inthe context of a simulated environment.Specific objectives stated in the Coordina-tor's Manual include having students un-derstand the underlying principles whichformed the basis for the United States Con-stitution, appreciate the problems encoun-tered by the 13 states under the Articles ofConfederation, and admire the men whowere able to produce the United States Con-stitution. Students are also to acquire fundamental skills in group work, parliamentaryprocedure, public speaking_, and researchtechniques. Acquisition of sophisticated re-search techniques is particularly aimed atthe advanced student.

ContentThe simulation activities for Disunia in-

volve students working as members of sevendifferent states which exist in a countrycalled Disunia. Each of the students assumesthe role of a citizen in the country in whichhe lives and participates as a part of thecommunity to achieve economic and polit-ical stability and military security. Supple-mentary resource materials selected by boththe teacher and the students enrich the con-tent of the three-week activity. The Basicand Depth Assignments which are listed inthe Coordinator's Manual require examina-tion of fundamental principles of UnitedStates government in its formative stages,particularly during the period from 1776 to1789. The assignments are designed to pro-

vide the students with infcrmation aboutthe Declaration of independence, the Arti-cles of Confederation, the Constitution ofthe United States, the founding fathers ofthe United States, the various political de-bates and conflicting philosophies apparentduring the period from 1776-1789, and the

48

struggles involved in the formation of asystem of government until the writing ofthe U.S. Constitution. Research skills areemphasized in completing the Basic andDepth assignmen.s: skills in parliamentaryprocedure and speech-making are empha-sized during the simulation portions of thethree-week activity. As a result, students ac-quire some practical academic skills as wellas appreciation for and understanding ofthe problems faced by the early citizens inthe United States as they struggled to estab-lish an effective form of government.

ProceduresStudents are divided into seven states with

approximately five students as citizens ofeach of the imaginary states. A citizen'schart is made for each state which includesthe names of the citizens, their vocations.their duties in their community, and theirwealth points. The teacher should provide afolder which includes the necessary gameforms for each of the states and should alsoduplicate those of the Basic and Depthassignments which are to be used during thethree-week activity. Additional and sup-plementary assignments could be repro-duced during the course of the activity also.During the simulation, students trade toacquire wealth, write bills for Congress toconsider, give persuasive speeches to try toget the bills passed, form alliances, and con-sistently attempt to improve their individualwealth and security as well as the stabilityand security of their state. The simulationactivities are interspersed with research ac-tivities. The research assignments and simu-lation activities culminate in a Constitu-tional Convention. The teacher gives threeperformance tests during the three-weekactivity.

Evaluative Comments and SuggestionsThis game is popular with many teachers

because it is a three-week unit of studywhich combines traditional research activi-ties and emphasis on cognitive skills with asimulation activity designed to increase stu-dent involvement in the learning process.The performance tests, the detailed instruc-tions for student research activities, and theguidelines for giving persuasive speecheswhich are all included in the Coordinator'sManual are particularly helpful to both theteacher and the students.

1

DRUG ATTACK

Developer:

Publisher:


Subject Area:

Number of Players:

Lockheed Aircraft CorporationTechnicon Education Systems590 E. Middlefield RoadMountain View, California 940401971

From publisher6-9

Health Education, Social Problems, Sociology, and Psychology3-5

OverviewDrug Attack was designed as an important

phase of a comprehensive drug educationprogram called Drug Decision developed bythe Lockheed Aircraft Corporation, Infor-mation System's Division. The program isintended "to give the student an understand-ing of drug abuse without preachment." Inthe game students are asked to apply theknowledge they have gained in earlierphases of the program to this simulated"drug attack" upon their community. Stu-dents adopt key roles in the fight againstdrug abuse in their community and competeto determine who (if anyone) will solvethe crisis caused by an invasion of drugpushers.Materials and CostMaterials Package:Cardboard box, 9" x 111/2", contains the

following:Coordinator's Manual: 6 pp., 81/2" x 11",

unbound paper pamphlet; includes in-structions for playing game and "Sum-mary of Drug Facts" -

Additional Materials: One game board,1714" x 171/4"; 1 Mayor's InformationCard, 81/2" x 91/4"; 5 red pusher tokens;5 blue user tokens; 1 red health offi-cer token; 1 blue agent token; 1 packageof health officer cards; 1 package ofagent cards, 5 number stickers; and 5name stickers


This simulation was designed tor threeclass periods. However, one of th: threeperiods has been designated as an intro-ductory lesson based upon a film includedwithin the course. The teacher might utilizeother materials fo the introductory session.Intended User Characteristics

Drug Attack was designed to be used

49

within the Drug Decision program devel-oped by Lockheed for students in grades6-9. The simulation's placement in thecourse requires participants to make use ofextensive knowledge concerning drugs whichis learned prior to " ,, simulation. leachersshould be well versed in drug educationbefore introducing the simulation.

Rationale and General ObjectivesThe developers' rationale is that many

drug education courses have failed becausethey tell the students "what and how tothink about drug abuse. . . ." Drug Attackis designed to place students into simulatedsituations requiring "disaster management"and have them apply what they have learnedpreviously in the Drug Decision program bytaking roles and making decisions on thebasis of varyini, perspectives. The objectivesthat the simulation is designed to achieveare: "l) Have students exercise informationthat they had learned about the physicalappearance of drugs and volatile chemicals,and their effects to the abuser. 2) Implantand reinforce the idea that members of acommunity must cooperate to prevent a'drug disaster' (as yet undefined), lest theyexperience ruined lives, rampant drugcrime, and financial bankruptcy. 3) Implantand reinforce the idea that community pro-fessionals who detect, prevent, and fight'drug disasters' and treat their victims are'good guys.' 4) Implant and reinforce theidea that drug abuse is primarily a healthproblem. 5) Implant and reinforce the ideathat drug pushers are interested in makingmoney without regard for human life.6) Have students decide whether particularinstances of drug abuse warrant therapy andcounseling (with juvenile authority involve-ment) or hospitalization (with juvenilecourt involvement)."

ContentDrug Attack is a simulation of a com-

munity attempting to combat an influx ofdrug pushers and increase in drug abuse. Itis a role-playing board game in which theplayers represent the Mayor of a commu-nity, one or two Agents, and one or twoHealth Officers. Pushers and Users are rep-resented by tokens, which are moved intoand through the community (on the squareson the board) by the Mayor. The Agentsand Health Officers, by moving their tokenson the board, attempt to catch the Pushersand Users. If they do catch them, they usetheir previously acquired knowledge to iden-tify the drug involved in the case beforedeciding what measures (such as legal pro-ceedings or counseling) ought to be taken,and the Pusher or User can be taken out ofthe grne. In addition to moving the Pushersand lisers, the Mayor is in charge of dis-bursing funds from the Community Fundfor the fight against the "drug attack" andreturning funds to the treasury when Push-ers and Users are successfully apprehendedand dealt with. At the end of the game, theperformances of the Agents and HealthOfficers are measured by the number ofPushers or Users they have dealt with suc-cessfully. The community's overall per-formance is determined by combining tnenumbers of Pushers and Users eliminatedfrom the game with an adjusted index ofthe amount of money left in the commu-nity's coffers. When several games areplayed in the classroom simultaneously, thecommunity scores may be compared to de-termine the "winner."

ProceduresThe Mayor starts play by drawing a

chance card and following the printed in-structions. Some cards instruct him to movePushers, some require him to move Users,and others ask him to distribute communityfunds. The Agent token moves next. Whena Pusher has been apprehended, the Agent

50

must correctly identify the drug describedin a case which he reads aloud from anAgent Card in order to get the Pusher outof the game. The Health Officer, who cangive treatment only after correctly identify-ing the drug which the User has taken, playsnext. The play continues in this fashionuntil one of the following has taken place:1) the Agent has removed all Pushers;2) the Health Officer has reached andtreated all Users; 3) the mayor has exhaust-ed all community funds in drug costs. Whenlarger groups are involved, each game(community) competes against the others.

Evaluative Comments and SuggestionsThe original Drug Decision course devel-

oped by Lockheed was field tested withapproximately 20,000 students. Techniconthen made revisions of the original material.Most of the students "rated the game's use-fulness as high" and indicated that it helpedthem better understand the "jobs of profes-sionals in the community who fight the drugproblem."

Drug Attack seems to be exceptionallyvaluable only when used in conjunction witha comprehensive drug education program.It depends heavily for its motivational valueand success on the ability of players to ap-ply previous !earnings about drugs to thegame situation, and would require theteacher to develop and present extensivebackground before playing if used apartfrom the Drug Decision or some othersimilar program. Also, if the game werepurchased and used separately, the teacherworld have to develop his own strategy fordebriefinga crucial part of any instruc-tional gamesince none is included withinthe game itself.

ReferencesNelson, R.L. "The Drug Attack Game:How It Was Designed." Unpublished pa-per available from Lockheed AircraftCorp. 10 pp.

ECOLOGY

Developers:

Publisher:

Publication Date:



Bert Collins, Richard Rosen, and Margie PiretUrban Systems, Inc.1033 Massachusetts AvenueCambridge, Massachusetts 021381970

From distributor6-9

Ecology and History2-4

OverviewThis is an instructional board game that

illustrates the relationships between man'sactivities and his natural environment. Play-ers compete for land area space in a worldin which population density continually in-creases. The incidence of war is inevitable inthe course of the game. The winner of thegame is the first player with the requiredbalance of people, money, inventions, andecology points who passes the Ecology Testin any of the four ages of developmentHunting, Agricultural, Industrial, and En-vironmental. The game relies largely onchance and can be used more effectivelywith upper elementary and junior highschool age students than with older- students.It is one of the few ecology games availablefor elementary students.

Materials and CostCardboard box, 201/4" x 101/2" x 2", con-

tains the following:,Coordinator's Manual: 5 pp., 53/4" x81/4", folded paper; includes object ofthe game, description of parts of thegame, explanation for playing the game

Additional Materials: playing board,193A" x 193/4 "; 34 blue rings; 39 whiterings; 35 red rings; 35 green rings; 20Luck Cards; 23 Genius Cares, 21 WorkCards; 103 Ecology Point Cards; 25$10 Bills; 25 $50 Bills; 20 $100 Bills;2 Dice; 1 War Chart; 1 Entry TestChart; I Test Chart; 1 Population Den-sity Chart


This game can be played easily duringone or two class periods of approximately40 minutes each. It is useful to have a thirdclassroom period set aside for the debriefing.

51

Intended User CharacteristicsNo reading or mathematical computa-

tions are required by students, beyond read-ing chance cards and counting to 25. Theteacher can prepare to teach the game inless than half an hour.Rationale and General Objectives

This game was designed to focus attentionon various problems which cause ecologicalimbalance, primarily because the developersbelieve that today's ecology is becomingdangerously out of balance. The game isdesigned to have students acquire someawareness of how both population andgrowth and man's development from hunt-ing through technological ages make themaintenance of ecological balance more dif-ficult.

ContentThe game playing board has a central

land area on which population groups areplaced. Four areas representing the Hunting,Agricultural, Industrial, and Environmentalages of mankind are situated on the playingfield outside the central land area. As thegame is played, the participants find that ifthey continue to land on population squaresand acquire more people, they will havedifficulty in providing enough land spacefor them. To obtain more living space forhis population, each player does one of threethings: 1) spends the necessary money toimprove his land and increase its size;2) acquires more land from another playerby trading or buying; or 3) fights a war togain some other player's land space.Procedures

The first player rolls the dice and looks atthe square on which his game marker issituated. He then reads the numbers that hefinds written on the edge of his square. If

each of the two numbers he has rolled onthe dice are numbers written on the sameside of his square, he must then move tothe next square by crossing the side thathas the numbers on it. If, however, the twonumbers are on different sides of his square,he can then choose which of the two direc-tions he would like to move. As the playersmove across the game board, they roll thedice and land on spaces that give them ecol-ogy points, population, or chances to drawgenius, luck, or work cards. Whenever aplayer increases his population, he musthave land available for the additional peo-ple. Need for additional population spaceleads to intensification of land use, buyingand trading of land, or war. A player wholands on an age test square may proceed tothe next historical age if he has the requisiteitems written on the test square. All movesare determined by the roll of the dice. Towin the game, a player needs to land on theEcology Test square in one of the fourcorners of the board and simultaneouslyhave the required items to pass the test.

52

Evaluative Comments and SuggestionsThe game is much more attractive and

useful with younger students than witholder students. A serious weakness of thegame is its reliance upon chance for gameoperation; game outcomes operate entirelyon chance. To win the game, a player mustpass the Ecology Test for the particular agein which he is living. But again, he has littlecontrol over his chances of winning since hemust acquire his materials by landing oncertain squares and cannot take the EcologyTest until he lands on a square that allowshim to do so. It is particularly easy forstudents to become engrossed in rolling thedice and winning the game rather than pay-ing attention to the intended instructionalpurposes of the game. Students can win thegame without understanding its cognitiveobjectives. Even with its drawbacks, thegame is useful; it is one of the fev, ecologygames available for use with elementarystudents.

ECONOMIC DECISION GAMES

Developer:

Publisher:



Erwin RauschDidactic Systems, Inc.Westbury, New York 11590

Science Research Associates, Inc.259 East Erie StreetChicago, Illinois 606111968

From publisher

12 (Adults)

Economics

12-48

OverviewThis series of eight "pencil and paper"

simulation games is intended for students ina 12th-grade economics program or a firstyear college economics course. Throughsimulation and sole playing, the participantsobserve, analyze, and solve problems of aneconomic nature. Each game consists ofinstructions, a fact sheet, and worksheets onwhich decisions are calculated and theirconsequences are recorded. Each simulationgame can be played separate and apart fromany one or all of the others. Any or all ofthem can serve as supplementary materialsin an economics course. The students shouldhave some previous experience in readingabout these economic problems and theteacher should have substantial backgroundin economics to insure classroom successwith these materials.

Materials and Cost

For a typical class of 30 students, ateacher will need five student books of eachgame since each student book contains sixcopies of the game. A Coordinator's Manualthat explains the procedures for teaching allthe games and a copy of each of thestudent materials is included.

Materials Package:Collective Bargaining. By Erwin Rausch.32 pp., 81/2" x 11", stapled papercover

The Firm. By Erwin Rausch.32 pp., 81/2" x 11", stapled papercover

The Market. By Erwin Rausch.

53

32 pp., 81/2" x 11", stapled papercover

The Community. By Erwin Rausch.32 pp., 81/2" x 11", stapled papercover

Scarcity and Allocation. By Erwin Rausch.24 pp., 81/2" x 11", stapled papercover

Banking. By Erwin Rausch.24 pp., 81/2" x 11", stapled papercover

The National Economy. By Erwin Rausch.32 pp., 81/2" x 11", stapled papercover

International Trade. By Erwin Rausch.32 pp., 81/2" x 11", stapled papercover

A Guide to Teaching Economic DecisionGames. By Erwin Rausch.48 pp., 81/2" x 11", stapled papercover


Required or Suggested TimeThe author suggests that several rounds

be conducted for each game so that stu-dents can play various roles within eachgame and acquire a better understanding ofthe concepts involved. In order to play sev-eral rounds, three to five 50-minute sessionsare required for each game played. Eachsimulation game can be played separatelyand apart from any or all of the othersimulation games. The games do not repre-sent a course of economics study but canbe used as supplements to an economicsprogram.

Intended User CharacteristicsStudents using these simulation games will

need a background in the study being con-

sidered. If they have not had previousexperience with the economic concep un-der consideration, the author suggests thatthe students do some reading or the teacherdo some lecturing on the matter. Theteacher will need substantial background ineconomics for successful classroom imple-mentation of these materials. A great dealof teacher preparation for use of each gamewill also be necessary.Rationale and General Objectives

In the Coordinator's Manual, ErwinRausch says that "there are relatively fewoccasions when young people are asked torepresent the real world in abstract form,and many students find this difficult to do.Yet as institutions and equipment increasein variety and sophistication, the ability tomove freely back and forth between thereal world and its simplified abstractionsbecomes more valuable." Rausch furtherstates that simulation games that reprsentsimplification of reality are useful methodsfor learning abstract things and acquiringdecision-making skill. The author believesthat his games achieve these ends.Content

In the simulation game Collective Bar-gaining, the students are involved in laborand management negotiation of a new con-tract. The players work on policy pertainingto wage increases, holidays, vacations, pen-sions, and insurance. Lack of settlement onthese issues leaves the student with the deci-sion of whether or not to strike and thenhow to settle or stop the strike. The Firmconfronts the participants with economicproblems involved in running a business.This simulation deals with the economics ofthe cost-price relation, income statements,balance sheets, and weekly cash accounts.The Market simulation game is designed toacquaint students with the concepts of price,supply and demand, and utility of a good.The aim of the simulation game entitled TheCommunity is to encourage the students tocreate the most attractive, progressive com-munity possible. Playing the game helps thestudents to see more clearly the relationshipbetween wages and profits generated bylocal industry and the taxes available forcommunity improvement. The author callsthe simulation game Scarcity and Allocationa "Robinson Crusoe Game" because it dealswith conditions on a desert island. Thepurpose in playing the game is to incrt.Ise

54

the standard of living of the people strandedthere. The students playing the game mustsolve the problem of unlimited wantsand limited resources available to resolvethis conflict. The basic underlying principledemands that the players must chooseamong alternative solutions. Banking intro-duces the students to the financial, social,and decision-making activities of commercialbanks. The participants represent banks inwhich economic decisions are made forstimulating the economy of an area on onehand and making a profit on the other. Thegame The National Economy is a simulationof a small country where only the business-men make important economic decisions.The government is not involved. Represen-tatives from various areas of industry sitdown to make decisions that will influencethe economy for the next 12 months.International Trade introduces students toa trading situation between the UnitedStates and the European Common Market.By trading two commodities, bushbats andskyhooks, the participants learn the con-cepts of comparative advantage, absoluteadvantage, production possibilities, andexchange price.

ProceduresEach game follows the same format for

instruction. Each game is introduced by atleast two periods of lecture and discussionin order to give students background infor-mation, to give them a chance to ask aboutthe rules, and to introduce the economicconcept under consideration. Next, the stu-dents enter into game playing sessions. Thestudents are divided into teams on the basisof class size and the requirements of theparticular game. Roles are rotated amongstudents after each round to give everyonethe opportunity to examine several economicpositions involved in the final solution to aproblem. Each game ends with a concludingdiscussion about the concepts learned dur-ing the game session.

Evaluative Comments and SuggestionsThese games are very sophisticated and

require a great deal of teacher preparationfor successful use in the classroom. The firstround or two will involve the students inasking questions to clear up confusing mat-ters. The teacher will probably need to workthrough each game once or twice himselfbefore using it for instructional purposes.

ECONOMIC SYSTEM

Developers:

Publisher:



T. Robert Harris and James S. ColemanAcademic Games Associates, Inc.Johns Hopkins University


From publisher9-12 (7, 8) (Adults)

Economics, Contemporary Economic Problems7-15

OverviewEconomic System is a complex simulation

game for junior high, high school, and adultstudents built upon the discipline of eco-nomics. Starting with a simple model (Level1), the game moves to more sophisticatedlevels of economic activity (Levels II-IV).To successfully play this simulation game,the teacher must do careful planning andbecome thoroughly familiar with gameprocedures.


Cardboard box, 13" x 7" x 21/2", containsthe following:

Coordinator's Manual: 16 pp., Si" x11", stapled paper cover; describes gameorganization, various levels of the game,suggested follow-up activities, and sug-gested reading

Additional Materials: organized onthree tiers: Tier 1 contains player fold-ers (farmer, manufacturer, worker),score sheets, and price charts; Tier 2contains resource cards, consumer goodscards, and money; Tier 3 contains addi-tional player folders, raw materialscards, and production schedule cardsfor mines, farms, and factories

Game pieces are made of cardboard andare fairly durable. No instruments forstudent evaluation are provided.

Total Package S25.00Required or Suggested Time

There is no required maximum time setfor the game. Depending on the number ofrounds played and the number of available

55

variations introduced, it is conceivable thatthe game could take up to 20 class periods.To start the game properly, it is wise tospend a good portion of one class periodexplaining the rules and familiarizing thestudents with the game. After all playersare familiar with the procedures, tworounds can be played in a 40-50 minuteclass period.

Intended User CharacteristicsGame players should be able to follow

rules and directions, do some arithmeticcomputation, and be able to do some plan-ning. Little reading is required in the gameitself; however, students should be able todo the limited reading assigned. Thesenecessary math, reading, and organizingskills may pose problems for some juniorhigh school students. Senior high schoolstudents and adults should have no prob-lem with Economic System.

Extensive teacher preparation is necessaryprior to playing the game. It is likely thatthe game objectives will be better achievedif the teacher has planned reading andfollow-up assignments carefully. It is notnecessary that the teacher have extensivetraining in economics to conduct the game.

The game can be played in most class-rooms. It is necessary, however, for thescorekeepers to have tables on which towork..

Rationale and General ObjectivesOften students in economics courses, both

at the high school and college levels, gothrough these courses without a good graspof fundamental processes of an economy.

Concepts such as exchange, interdepen-dence, and collective action are often wordswhich at best can be recalled only for testpurposes. In-depth understanding of andexperience with economic processes areneeded.

In the Coordinator's Manual of EconomicSystem, the authors state that by playing thegame, students learn or experience: 1) theeffects of supply and demand in determiningprices; 2) the fact that the value of moneydepends entirely on the prices of goods andlabor 3) the interdependence of the variouseconomic roles in a society; 4) the need forland, labor, and capital in the productionof goods; 5) the strength of celective ac-tion by persons with the same economic role(i.e., labor unions, manufacturers' cartels,etc.): and 6) the effect of wages on pricesand prices on wages"wage-price spirals."Students should also acquire an appreciationfor the difficulties which various individuals(workers, farmers, manufacturers, govern-ment employees) encounter in operatingwithin an economic system.

ContentEconomic System is structured around

the discipline of economics. Starting atLevel I with a simple model of the eco-nomic system, variations in the game allowthe players to progress through more com-plex levels until they are involved in theintricacies of a highly developed economy.

Although the authors do not start fromthe position that human wants exceed eco-nomic resources, the concept of scarcity isbuilt in throughout the game. In Level Ithe concepts of production, marketing,consumption, and interdependence are sim-ulated. Money, as used in the game, func-tions only as a medium of exchange andnot as a store of value. Players receive"satisfaction points" for consumption. Thepoint schedules are based on the principleof diminishing marginal utility. Most of thecontent at this level can be directly relatedto what economists call microeconomics.

As the game progresses to higher levels,(Levels II-IV), macroeconomic conceptsbecome predominant. Capital investment,government expenditures, and taxation areintroduced. At appropriate points at theselevels, students are able to investigate prob-lems of public polic,. In addition, studentscan explore international trade theory andanalyze comparative economic systems.

ProceduresThe object of the game is consumption

of food and/or manufactured goods. The

56

player with the highest consumption pointtotal (satisfaction points) is the winner.Initially, players assume the role of eitherworker, farmer, or manufacturer. Aftermaking production decisions, which involvefarmers and manufacturers in buying laborand allocating capital goods, all playersoperate either as buyers or sellers in a sim-ulated market. After exchange takes place,players make decisions about what theywant to consume. Since money heleikfterconsumption does not give players rewardpoints, it behooves all players to spend mostof their money for food or manufacturedgoods. Farmers and manufacturers, ofcourse, must plan for production in thefollowing rounds.

As the game progresses to other levels,players are given the chance to work over-time; food not consumed "spoils" andplayers lose points; manufacturers can im-prove their plants; and natural resourcesare introduced into the production stage.Variations of the game may include changeof the initial resource distribution, tradeinitiation between economic systems (if twogames are being played simultaneously),taxation and government expenditure, andgovernment regulation and/or control.

At least seven players are needed to playEconomic System. Fifteen players consti-tute the maximum number per game; twoof these players are assigned as scorekeep-ers. Different groups of students may beplaying the game simultaneously within aclassroom.

Because of the complexity of the game,the teacher (coordinator) must become wellprepared ahead of the actual playing time.Scorekeepers should be thoroughly briefedin the gaming procedure before the gamebegins.

Evaluative Comments and SuggestionsFew evaluative data are available. The

complexity of the game is likely to cause agood deal of frustration in the initial stages.However, if the teacher carefully worksthrough the initial rough spots, use of thissimulation game can be very successful.According to the authors, ending the gameis its greatest weakness. They state that "inorder to be truly accurate, a game whichsimulates an economic system should neverend." By "cashing in" their food and manu-factured goods and being required to haveapproximately the same amount of moneythey started with, players arrive at a finalpoint total which determines the winner.This is an unrealistic situation in the realworld, but necessary in this game.

t

ECOPOLIS

Developer:

Publisher:


Subject Area:

Number of Players:

John Wesley

Interact CompanyBox 262Lakeside, California 920401971

From publisher4-6 (7.10)InterdisciplinaryEconomics, Environmental Education, History,

Political Science, and Sociology

18-35

OverviewDeveloped by John Wesley, an experi-

enced elementary teacher, Ecopolis is anelementary level adaptation of Interact'ssimulation game, Balance. Ecopolis dealsspecifically with modem environmentalproblems and what is being done to solvethem. It has been designed as a three-weekinstructional activity for studying populationand land use and abuse. The game is recom-mended for use in grades 4 through 6 andis designed for total class participation.Materials and CostMaterials Package:One 81/2" x 11" booklet with removable

plastic binding; booklet is designed as aguide for the teacher to use in producingthe game materials; each page may beremoved individually and duplicated forclassroom use; booklet contains the fol-lowing:

Coordinator's Manual: 32 pp., includes pur-pose of the simulation; objectives; over-view, set-up directions: daily lesson plans;Ecology Information Sheet; GASPS Bal-ance Sheet: Crisis Paper I; Crisis Paper 2;Forum Position Paper Instructions: Com-munity Meeting Evaluation Sheet; BonusGASPS Projects Sheet; Outlines of CrisisPapers 1 and 2; Survey Americans andEcology; Real World Project Form; CrisisI and 2 Identities; masters from which tomake overlay transparencies: 150 YearsAgo (map); and Alcott County Park(map)

Student Manual: 2 pp., contains informa-tion about Ecopolis and tasks to performduring simulation: 35 per package

Total Package (One Booklet) S10.00Required or Suggested Time

The developer provides a 15-day schedule

57

in the form of a Unit Time Chart. It isintended only as an example to be alteredas needed.Intended User Characteristics

The game is intended for use by 4th. 5th,and 6th graders. Students may experiencesome difficulty with the reading level re-quired, and teacher adaptation may benecessary in this area. The game may beappropriate for 7th and 8th graders andperhaps as high as 10th grade. The teachershould have some familiarity with basicecological concepts in order to use thegame.

Rationale and General ObjectivesThe developer of Ecopolis is concerned

with helping students to better understandand appreciate "the many problems whichconstitute the current ecological crisis." TheCoordinator's Manual lists the following"experiences" as objectives of playing Ecop-olis: "Knowledge: 1) the concept of the eco-system; 2) how man's attitude toward hisphysical environment shapes and changesthat environment: 3) the degree of pollutionin Americaits casues and possible solu-tions; and 4) the problems associated withover-population: Feelings: I) appreciationof nature's delicate balance; 2) appreciationof various community interest groups andhow they affect the community's ecology;3) an understanding of how various specialinterest groups interact in an attempt togain their objectives; 4) the responsibilityof committing yourself to voice a stand foror against specific ecological proposals;Skills: I) outlining material present in ashort essay; 2) taking notes during an openmeeting: 3) using material provided to sup-port general statements about pollution andover-population: 4) role playing various

members of a community facing an eco-logical crisis; and 5) defining your view-point in front of a group."Content

Ecopolis focuses on the relationships be-tween man and his ecosystem and the ori-gins of the earth's present ecological pre-dicament. It is divided into two stages. Stage1 is a simulation in the classroom of theecosystem of America ISO years ago. "Thestudents are 'born' as insects, animals,Indians, and pioneers" living in the 1820s.As the instructor introduces various eco-logical concepts "insects and animals move,die, or adapt to the changing environmentbeing reshaped by growing numbers ofwestward-advancing and technology-carryingAmerican pioneers."

Stage I ends with the establishment ofEcopolis--a contemporary city. Stage 11

builds on what has been learned about theecosystem in Stage I. It revolves aroundtwo specific problems facing Ecopolis: "theproblem of our land and how we use andmisuse it, and the problem of the peopleand an ever-increasing population."Procedures

In Stage 1 of the game, the students takeroles as insects, animals, Indians, and pio-neers, placing themselves at designated spotson a large map on the floor of the room.As the teacher reads the history of the eco-system, broken down into "moments," char-acters lose or acquire population status slips,or GASPS (Goal And Satisfaction Points).At the end of Stage 1, points from the slipsare totaled.

In Stage 11, students are divided into twogroups for each "crisis"one assuming an"active role in studying and role-playing acrisis" and the other taking "a passive role

58

in observing and evaluating the other groupduring one crisis." To simulate communitylife and activity, students actively participat-ing in the crisis get identity card outliningspecific interests and attitudes and then playtheir assigned roles in a community meetingattempting to resolve the crisis. Followingthe meeting the whole class gets involved ina debriefing that "a) evaluates how the role-playing students handled the crisis, and b)gives everyone a chance to express his realconvictions about what £ hould be done tosolve the problem."

Throughout the game, students may en-gage in extra activities (e.g., reports, scrap-books, cleaning up yards) to earn bonusGASPS.

Teacher preparation for the game is out-lined in detail in the manual. The majorresponsibilities of the teacher are to copyand collate the materials, arrange the phys-ical set up of the game, read the History inStage 1, and introduce certain ecologicalprinciples at appropriate times.

Evaluative Comments and SuggestionsEcopolis appears to be a very realisticme dealing with our environmental prob-

lems. It seems to have a high interest level,which is further enhanced by the alternationof active participatory and passive observa-tional student roles. The game has muchpotential for leading students to an aware-ness of the complexity of solving what ini-tially appear to be simple problems. Theonly part of the game that may producestumbling blocks is the reading level of thematerial, which may be too high for slow oraverage intermediate level students. How-ever, teacher modification and/or adaptationcould easily overcome this concern.

EMPIRE, GAME OF

Developer:

Publisher:


Subject Area:

Number of Players:

Education Development Center15 Mifflin PlaceCambridge, Massachusetts 02138

Denoyer-Geppert Company5235 Ravenswood AvenueChicago, Illinois 606401970

From publisher7-12

American History

15-36

OverviewThe Game of Empire was developed by

the Education Development Center as acomponent of The Emergence of the Ameri-can unit in the course From Subject toCitizen. However, the game may be usedindependently of the course by any junioror senior high school class studying theAmerican Revolution. It is particularly welladapted to gaining insights about how eco-nomic problems arising from the conflictbetween British mercantilist policies andcolonial economic interests led toward revo-lution. At the same time, the game illus-trates the benefits colonial merchants re-ceived under the British system of trade.The game is played by seven teams, six ofwhich play the roles of particular economicinterest groups, and the seventh represent-ing the British Navy. The con.petitive teamsengage in trading, always with the paposeof trying to gain products not produced intheir own area in exchange for what theyhave to sell, while the Navy attempts toprotect legitimate interests and ,nforceregulations.

Materials and CostMaterials Package:Cardboard box, 21" x 131/2" x 31/4 ", con

tains the following:Coordinator's Manual: The Game of Em-pire: Explanation and Guide, 16 pp., 71/2"x 10", stapled paper cover, illustrated;contains "Suggestions for Classroom Use,"a section on "The British Empire inAmerica." and instructions for graphingexercises and discussion following thegame

Student Manual: 33 pp., 71/2" x 10",stapled paper cover, illustrated, 32 perbox; contains all instructions and neces-

0

59

sary information for playing the game,data sheets, and information for use withfollow-up activities

Additional Materials: 1 glossy map of theAtlantic Trading Community, 48" x 39";7 pads of exporter s contracts and ship-ping force; 7 compartmentalized plasticboxes; 30 cardboard ships; 272 pieces ofplay money; 116 playing carts


If the teacher has made the preparationssuggested in the Explanation and Guide, oneclass period is sufficient for getting the classoriented and into playing the game. Four tofive more class periods of 40-50 minutesshould be planned for playing. Follow-upactivities using data sheets on the BritishEmpire and discussing or debating "WhoBenefits Most from the Empire?" can re-quire considerable additional time accord-ing to the interests of the teacher and class.Intended User Characteristics

The game is appropriate for use in grades7-12. General background information aboutthe British Empire and the development ofColonial America would increase students'comprehension of what it happening in thegame and enable them to simulate morerealistically the situation to tihich the gameis intended to correspond. Simple mathe-matical skills (including percentage) and a7th-grade reading ability are needed by atleast one member of each team. The playingarea should be large enough for participantsto cluster about the large map, displayed ona large table or the floor. and there shouldbe room for participants to move about tonegotiate with other teams. There shouldalso be a chalkboard or large posterboardvisible to al for displaying rules and other

information basic tce the game. The teachershould expect a good deal of noise, excite-ment, and movement while the game is insession.

Rationale and General ObjectivesThe Game of Empire was developed as a

title simulation game. That is. it not onlyattempts to approximate a real situation,but it also has all the essential componentsof a gamespecified rules and procedures,elements of chance, and winn,:rs and losers.The game demands a high level of inter-action between participants, incorporatingboth cooperative teamwork and keen com-p ition between teams. Wh it is designedto lead students to both conceptual aware-ness and cognitive information about theeconomic and political realities of the time,it is also intended to lead into clarification ofsignificant value issues. Thc game encour-ages discussion about questions having to dowith the fairness of the law (British Mer-cantile Regulations), racial discrimination(slaves as a commodity of trade), andcheating and stealing (smuggling andpiracy).

ContentThe historical setting for the Game of

Empire is the Atlantic trading community,especially England and its American colo-nies around 17:5. Each of the competitiveteams represents ,:rt interest group whicheither produces or trades goods, and theinterests of each group are in some wayintrinsically opposed to the interests of theothers. The teams are London Merchants,New England Merchants, European Mer-chants, Colonial Farmers, Southern Plant-ers, and British West Indian Planters. Eachteam negotiates with the others for the bay-ing, selling, and shipping of goods with theobjective of increasing its own wealth atthe expense of others. Teams may break thelaw, but must always consider the risksinvolved with the British Navy, which en-forces customs and revenue regulations.They must also contend with the risks ofpiracy and disasters at sea. At the outsetof the game, some teams have an apparentadvantage in terms of wealth, particularlythe British Merchants. However, any team

60

can win the game, since winning is decidedby percentage increase in wealth, not abso-lute qaantities.Procedures

There an a number of preliminary steps.all suggested in the guide, which, done inadvance of the game, will greatly expeditethe pr"cess of getting started. Thc methodof forming teams and making assignmentsis optional, but if the teacher chooses to doit, he should consider the rationale for themixes of students. The game proceedsthrough a series of timed "trading periods"(not more than ten minutes each), each fol-lowed by a "shipping period" when shipsarc moved across the map. At the end ofeach session, the teams tabulate their gainsand losses. The winning team is the onethat makes the greatest percentage ga:n inwealth. Most important are the post gamedebriefing exercises in which students sharewhat they have learned and apply theirunderstandings to the historical period understudy and to analogous contemporarysituations.

Evaluative Comments and SuggestionsThe Game of Empire, like all activities in

From Subject to Citizen. is intended to pro-mote inquiry on the part of the student.Presented with data, the student becomeshis own historian. Although the game ap-pears at first ;lance to be rather compli-cated, experience has shown that, with goodteacher preparation, a class can get involvedfairly quickly in play,

The game, as well as other materials inthe course, was extensivey geld tested.evaluated, and revised prior to final publica-tion. Although first developed as a juniorhigh course, From Subject to Citizen is nowrecommended for students grades 8-11. TheGame of Empire can be played successfullyby junior high students, bat would in noway insult the intelligence of students athieher levels.References

Risinger, C. Frederick. "Education De-velopment Center, Incorporated." SocialStudies Curriculum Materials Data Book.Bath ler, Colo.: Social Science EducationConsortium, Inc., 1972.

I

EQUALITY

Developer:

Publisher:


Subject Area:

Number of Players:

Johr: Wesley

Interact CompanyBox 262Lakeside, California 920401971

From publisher

4-8

American History, Contemporary Problems, Sociology, andUrban Studies

20-36

Overview"Equality is an elementary school adapta-

tion of Sunshine, a secondary school simula-tion written by David Yount and PaulDe Kock" of the Interact Company. It wasdesigned as the basis of a four-week simu-lation and gaming instructional activityabout the struggle fo- racial equality in atypical American city. "The simulationopens with a brief study of a mythicalurban society and its slavery. As studentswrite imaginary diaries of their lives asslaves, they begin to understand what hap-pens to a free man's personality when some-one 'owns' his body. Because of their 'birth'as members of a black, white, red, yellow,or brown ethnic group at the beginning ofthe simulation and because of what happensto them in their simulated neighborhoods,students become concerned about the issuesof ace relations in the classroom. Studentsparticularly learn about the history of BlackAmericans, feel certain of the pressuresminorities feel, and finally face a com-munity crisis which they try to resolve."Materials and CostMaterials Package:One 81/2" x 11" booklet with removableplastic binding; booklet is designed as aguide for the teacher to use in producingthe game materials; each . page may beremoved individually and duplicated forclassroom use; booklet contains the follow-ing:

Coordinator's Manual: 33 pp.; includes ra-tionale, overview, set-up instructions, four-week time schedule, daily lesson plans,role playing suggestions, description of thefantasy situation (Fantasia), Ugly Diary;:ntries, Community Identities, Image PointBalance Sheets (IMPS), Pressure Cards, 5basic , adings, basic readings quiz, com-

61

munity crisis materials, and debriefingevaluation

Student Manual: 4 pp.: includes explanationof tasks and rules and a description of thecity of Independence; 35 per package

Total Pack-ge (One Booklet) 810 CORequired or Suggested Time

The developer provides a Unit TimeChart which suggests a four-week scheduleof teacher and student activities. The lessonplans elaborate on the chart and illustrateone way in which to conduct the simulationusing 20 classroom periods of approxi-mately one hour each.Intended User Characteristics

Since Equality is usable by students ingrades 4 through , the teacher will haveto modify the basic suggestion: given in thelesson plans according to students' ages,abilities, and backgrounds. Although nospecial teacher background is required, theteacher should be able to function effectivelyand comfortably as a facilitator in smallgroup learning situations, rather than as aninstructor in a traditional rrie. It would alsobe helpful for the teachci to have somebackground in United States' civil rightslegislation, contemporary urban problems,and Black history.Rationale and General Objectives

Like all Interact games, Equality reflectsthe developers' belief that simulation can beused effectively in the classroom to teachconcepts, skills, and attitudes. As a series,Interact explores some of the most urgentand controversial issues in America. Theparticular focus in Equality is on just oneelement of the reality of the cityrace andethnic relations. Through role playing, read-ings, and small group discussion the studentsare encouraged to inductively discover waysin which people of differing ethnic back-

grounds can learn to live together. Specificdecision-making and problem-solving expe-riences provided are: questioning; support-ing a general statement with specific detail;group problem solving; speaking persua-sively; and using elementary parliamentaryprocedures. Affective experiences includedare "appreciation of the importance of self-image to a meaningful life; sensitivity toother people's problems; emotional commit-ment to an idea or a cause; irritation when'Fate' erodes minority group members self-images: and, desire to reveal feelings abouthow to solve America's racial crisis."Content

Equality opens with a story called Fan-tasia. Deep lavender colored, human-likebeings from another planet land in NorthAmerica and kidnap, drug, and enslave thechildren, later calling them Uglies. Thisthree day discovery activity introduces theclass to the concepts of slavery and free-dom, and opens the door to the develop-ment of an understanding of race andethnicity. Readings of minority literature,such as Tire Me Nobody Knows, are anintegral part of this fantasy activity. Thesimulation actually begins when the studentsassume the roles of citizens of Independence,a multi-ethnic, imagivary American city of340,000 which was incorporated in 1889.Black, Chicano, Southern European, Ori-ental, Indian, and White residents are in-cluded in the simulation as well as a realisticpopulation cross-section divided accordingto sex, occupation, education, socio-eco-nomic level, and attitude. Six typical neigh-borhoods are designated which range fromCenter City to the lush Country ClubEstates, and students actually move intotheir own neighborhoods and simulate theurban environment in the classroom. Theynext gather real data by reading, discussing,and writing about the history of BlackAmericans. Throughout, students seek to in-crease their self-image which can be en-hanced or eroded by Pressure Cards whichrepresent chance striking their lives. Blacksparticularly suffer from the impact of un-favorable Pressure Cards. As students role-play situations which illustrate key problems

62

in urban human relations, they learn howenvironments can ruin or support self-images; how verbal communication cangenerate friction between ethnic groups; howconflict arises in various encounters becauseof different values and attitudes; and howvarious individuals perceive group differ-ences. A final issue or community crisisover whether or not to integrate the schoolsprovides students with the opportunity tosimulate a community-wide problem solvingactivity.

ProceduresThe C;ardinator's Manual gives a concise

overview of the simulation procedures. Thefirst two days are devoted to the readingand discussion of Fantasia. This activity andthe responses maue in the Ugly Diary assistthe students to develop an awareness of thecrucial issues involved when one persondominates another. During sessions threeand four, students read and discuss literatureabout various ethnic groups preparatory toassuming roles it the imaginary city ofIndependence. Next, individual roles anciidentities for tke students are establishedand shared, the six neighborhoods set upand the self-image points explained. Thestudents work to improve their self-imagesthroughout the simulation, gaining or losingpoints for their efforts. The final, or com-munity crisis, activity takes four or moredays and begins with a school board elec-tion, reading and discussion of the problem,a proposal for school integration, and anillustration of persuasive discourse at acommunity-wide meeting. A debriefing eval-uation is provided in the Coordinator'sManual which allows students to carry ontheir own evaluation discussion in variousways.

Evaluative Comments and SuggestionsLike Sunshit e, Equality is"a well -org 'ized

and thoughtful simulation game. The ma-terials suggested and the instructions in-cluded in the Coordinator's Manual areeffectively designed to promote an excitingrole play learning experience concerningthe complexities of urban ethnic relations.The game is inexpensive and easy to use.

1

EXPLORERS I

Developer:

Publisher:



Jay Reese


From publisher5 (4-8)

Geography and History

18-35

OverviewExplorers 1 is a simulation game designed

to provide students in upper elementarygrades with the opportunity to "experiencethe thrills and disappointments of the earlyexplorers of North America." Students areformed into teams of explorers who travelacross the ocean; and, when they discoverland, make decisions whether to continueexploring or to settle. Because the gamelends itself to a variety of adaptations, itcan be played a number of times by thesame students.

Materials and CostMaterials Package:Heavy paper envelope, 93/4" x 1234",

contains the following:Coordinator's Manual: 11 pp., 7" x 8",

stapled paper cover; includes directionsfor play, variations of the simulation, amaster map, suggestions for includingother subjects, and questions for debrief-ing

Additional Materials: 34" x 22" grid foruse as explorer map; 5 plastic map pinsin various colors


The developers recommend that Explorers1 be played for 15 to 20 minutes at a timeover several days until all land area hasbeen discovered. The game can, however,be played for longer periods of time andcompleted in two to three days. The largerthe number of students playing the game,the more quickly all the land will bediscovered.Intended User Characteristics

Fifth grade students, studying the explo-ration of America, can best use the simula-tion. By adding variations suggested in theCoordinator's Manual, the game could beused through the 8th grade. Any elementary

63

social studies teacher can easily implementExplorers 1. The map must be mounted ona bulletin board (see map dimensions inMaterials and Cost section above), and thebulletin board should be low enough for5th grade students to reach comfortably.

Rationale and General ObjectivesIn the Introduction to the Coordinator's

Manual, Jay Reese notes: "I wanted myfifth graders to experience the thrills anddisappointments of the early explorers ofNorth America. I wanted them to start avoyage not knowing where they were goingor what they might see, to have the con-firming experience of sighting land and theprivilege of naming it. So came Explorers1." It is anticipated that students will under-stand the feelings and problems of explor-ers; recognize some of the reasons for dis-putes over land; become familiar with themeaning and use of map symbols; begin tounderstand why cities are located wherethey are.Content

Explorers 1 is designed around the singleconcept of land exploration. Students mustmove via rivers or oceans. They can moveby land, although if they choose this route,they must build a city as their base ofoperations. The teacher can emphasize eithergeography or history. For example, if stu-dents have learned that cities are usuallylocated near a water source, they will usethis knowledge in recommending the bestlocations for cities. On the other hand, theteacher may wish to emphasize the com-petitive aspects of land discovery and relateit to the historical competition betweenSpain, England, and France in the NewWorld.Procedures

The class is divided into groups of threeto five students. Each group represents a

nation and is given a "ship" (a coloredplastic pin) in which to explore for theircountry. They may claim all the land whichthey discover and establish trade routes fortheir King.

The map, which is a grid of 1" spaces, ispinned to a board, and each group placesits pin in any space on the right hand side.The game begins with each team movingtwo spaces. The game coordinator has a"secret master map" from which he drawsin the land forms, seacoast, or rivers thatare in or immediately adjacent to each ex-plorer's square. The teams then analyze thearea where they have landed and decidewhere to move next. After the first move oftwo spaces. moves may be made as follows:1) two spaces a day in any direction on theocean; 2) one space a day on land: 3) onespace a day up a river; 4) two spaces a daydown a river; 5) one space in two daysover mountains, deserts, or swamps. Whena team discovers land, they claim it bycoloring the area with their nation's colors.

64

Claims for disputed land can be settled bytrade, agreement, or arbitration. Whentraveling over water, the ship serves as ahome base, but when traveling over land,teams must skip a turn in order to build acity. The game is completed when all landhas been discovered.

Evaluative Comments and SuggestionsExplorers I is a very simple game to

conduct. Student interaction is high, andthe addition of variations can add both tostudent interaction and learning. The de-veloper suggests three variations in theCoordinator's Manual. For example, theteacher can make up experience cards to bedrawn by explorers each round to add newdimensions or enriching concepts. Examplesmight be, "Sickness in camp forces you towait a day," or "Hostile native tribes forceyou to stop and build a fort." The Manualalso contains suggestions for related activi-ties in art, history, language arts, andscience.

EXTINCTION

Developer:

Publisher:


Subject Area:

Number of Players:

Stephen P. HubbellUniversity of Michigan

Sinauer Associates, Inc.20 Second AvenueStamford, Connecticut 069051971

From publisher

9-12 (6-8) (Adults)

Biological Science, Ecology, and Contemporary Problems2-4 (5-8)

OverviewExtinction is a simulation board game

designed for use by two, three, or four highschool, college, or other adult players. Thegame was developed out of concern for ananalytical and informative approach toteaching about environmental problems. Itwas devised to entertain while simultane-ously teaching certain specific principles ofecology.



Coordinator's Manual: 32 pp., 51/2" x81/2", stapled paper cover; includes grmerationale, game summary, concept over-view, suggested classroom and l'bora-tory exercises

Rules Booklet: 13 pp., 6" x 9", stapledpaper cover; includes game rules, strat-egy suggestions, definitions, suggestedgames for advanced players, and a shortbibliography

Additional Materials: one 81/2" x 11"game overview sheet; one 191/2" x 143/4"cardboard game board; 20 color codedpopulation cubes (dice) for each player;one spinner; 6 decks of gene cards; 30environmental chance cards; and 10learner cards


Required or Suggested TimeThis simulation game will take two or

three hours to complete. The Coordinator'sManual suggests a number of game exer-cises which can be used at the teacher'sdiscretion to shorten or lengthen the game.Post-game discussion can vary from 30minutes to one hour.

65

Intended User CharacteristicsStudents must be able to multiply in order

to participate in this game. Although classi-fied as an adult game, Extinction has beensuccessfully played at the 6th-grade level.Teachers must work through the game be-fore playing it with a class. Although it ishelpful if the teacher has some backgroundin science, it is not essential for successfuluse of the game. An actual classroom dem-onstration of the game has been shown tobe the best way to begin play. It is helpfulif the classroom has been set up with tablesand chairs.

Rationale and General ObjectivesAs stated in the Coordinator's Manual,

"Environmental problems pose an immensechallenge to traditional educational meth-ods because of their inherent complexityand interdisciplinary character." The authorcalls for widespread public education aboutenvironmental problems so that the publicwill not be misled by sloganeering, simplis-tic talk, and misinformation about environ-mental issues. The overall objective ofExtinction is "to teach players some basicconcepts and vocabulary of populationecology." Key population processes empha-sized are reproduction, migration, mortality,competition, predation, and genetic change.Content

The overarching concept in Extinction ispopulation. Population is studied in termsof crude and ecological density; clumped,uniform, or random dispersion; and popula-tion change in terms of natality, mortality,immigration, and emigration. These ideasare used to make inferences about inter-action among populations with respect topredation, competition, control, and growth.

ProceduresEach player starts with 20 population

cubes of one color. The cubes denote a par-ticular species. The numbers on the cubesare used to denote population size. Thecubes are used to occupy a hexagon spaceon the game board, called Darwinia. Eachplayer begins with a genotype of sevengenes which determine the following at-tributes: litter size, optimal habitat, mobil-ity, predator characteristics, defense againstpredators, ability to cross natural and man-made barriers, and resistance to natural andman-made environmental changes.

The spinner identifies the ecological ac-tions that players may take. These includereproduction, migration, competition/preda-tion, gene change, environmental change,and place barrier. Players are required toreproduce, change the environment, andplace a barrier when the spinner lands onthese categories. The other actions areoptional.

The game begins with the colonization ofDarwinia. After two rounds of colonization,players pick cards from six gene cardpiles and begin to play. In sequence, players

66

spin the spinner and ch6:sse ecological ac-tion. Players are to determine their strategiesdepending on the nature of their genecards.

Play may take place within a specifiedperiod of time or until only one speciesremains. The winner of the game is deter-mined either by the species remaining or bythe species which has the highest popula-tion score at the end of the time limit. Aftera game has been played, the Coordinator'sManual and the Rules Booklet suggestvariations for advanced players and optionsfor teaching specific concepts. Lecture-discussion is suggested as a debriefingprocedure.Evaluative Comments and Suggestions

Extinction has been tested at the highschool and college levels. The game proce-dures are clear and well-written. The Co-ordinator's Manual is sophisticated and pro-vides substantial information about thevocabulary and concepts of ecology. Be-cause the game involves a model of natureaid some effects of man on nature, Extinc-:ton is potentially useful in both science andsocial science classes.

FAMILY LIFE INCOME PATTERNS (FLIP)

Developer:

Publisher:



Instructional Simulations, Inc. (ISI)Instructional Simulations, Inc. (ISI)2147 University AvenueSt. Paul, Minnesota 551141970

From publisher11-Adults (8-10)Economics

2As many as desired

Overview

Instructional Simulations, Inc. (ISI) be-lieves that student behavior is changedthrough "doing." They have used an ap-proach to learning which involves specificlearning tasks and performance goals.Family Life Income Patterns (FLIP) iscentered around the task of budgeting for afamily. Students encounter the problems ofcredit management, investment, and interest,in terms of family goals.


Plastic-covered looselc ' notebook, 101/2"x 111/2" x 21/2", contai..3 the following:

Coordinator's Manual: 22 pp., 81/2" x11", durable cardboard, looseleaf; in-cludes game description, learning andinstructional objectives, list of concepts,directions for playing

Student Manual: 18 pp., 81/2" x 11",stapled paper cover; includes list ofmaterials needed, game description, di-rections for playing

Additional Materials: 30 each of 9" x12" envelopes; envelopes each containthe following 81/2" x 11" durable card-board items: I family trait sheet, 1 pro-file of expenses sheet, 1 expense key, Iunforeseen expense key, I purchaseoption sheet, 1 record sheet, 3 scoringand cash flow sheets, 1 ditto master forduplicating additional record sheets


Additional family units for30 students (each family) $18.00

Required or Suggested TimeThe game requires a minimum of three

to four hours to play. More game time may

67

be necessary, depending upon the speed ofplay. Since each student or team of stu-dents may work independently, the gamecan be stopped and restarted at any time.Intended User Characteristics

FLIP requires a 9th-grade reading level.The student manual is written at the 9th-grade level and is programmed for selfinstruction. Elementary mathematical cal-culations are required and could become amajor part of the learning task. No previouslearning in economics is required for theinstructor. This simulation game can beplayed in the average classroom; each stu-dent should be provided an individual deskor working space.

Rationale and Genera! ObjectivesThe developers want the learner to en-

counter real life problems and to makerealistic economic decisions in planning andimplementing a family budget. Accordingto ISI, their learning objectives includehaving participants recognize family char-acteristics which are most likely to affectthe family economic condition; distinguishbetween fixed and variable expenses as theyrelate to overall budget development; relatethe economic history of a family to itsspecific economic characteristics; developand test ways to best meet expenses as apattern of family expenses unfolds; anddevelop sensitivity to the value of assessingthe individual's ability to control his fam-ily's economic situation.Content

FLIP is a one or two person simulationgame which treats family economic factorsof budgeting, life style, credit management,payment schedules, investment programs,

i

purchase options, and income management.The game is played for 12 periods; eachperiod represents one month. One game ses-sion thus represents one year in the eco-nomic life of a family. Various familymodels are available; each model illustratesfamily size, income, education, occupation,residence, and related socio-economic varia-bles as determinants of family income pat-terns. These models include the Jones fam-ily, with a yearly income of $10,000; theSmith family, with a yearly income of$15,000; the Clark family, with a yearlyincome of $12,000; and the Green family,with a yearly income of $5,700.Procedures

Participants are introduced to conceptsand terms which are necessary to play thegame. Each student or team of two studentsassumes the role-of- the-Jones family. Roleswithin the Jones family are rigidly pre-scribed. The family plays against the con-ditions which are prescribed. There is nocompetition among the players. The playerswork within the constraints of their simu-lated situation to achieve ec nomic stability

68

and effectively utilize resources. The ele-ment of chance is present through "unfore-seen expenses" which can affect the play-ers' best efforts to plan and budget wisely.Each family progresses at its own speed.The Smith, Clark, and Green family modelsare designed as supplements and are to beused at the discretion of the instructor andthe students after the game has been playedusing the Jones family model. The teacherneeds to be present during the course of thegame to answer any questions which mightarise.

Evaluative Comments and SuggestionsBecause of the high reading level of the

materials, the amount of mathematical cal-culations required, and the suoject matterupon which the materials are based, FLIPis particularly suitable for academically-oriented students. There is no idle time,since each player proceeds at his own speed.The game can be played many times by thesame students, since they will gain addi-tional skill in making decisions each time itis played.

FARMING, THE GAME OF

Developer:

Publisher:


Subject Area:

Number of Players:

High School Geography ProjectAssociation of American Geographers

The Macmillan CompanySchool Division866 Third AvenueNew York, New York 10022

1969

From publisher

10 (7-12)

American History, Economics, and Geography

10-30

OverviewFarming, an aar;iltural investment ac-

tivity, was desi, by the High SchoolGeography Project as one part of the unit,Manufacturing and Agriculture. In thissimulation game, pairs of students assumethe role of a farmer in Settler County,western Kansas, in three separate historicalperiods: 1800-1882, 1919-1921, and 1933-1935. Based upon his role, each farmermust make yearly decisions as to how hewill allocate his resources. Outcome cardsprovide annual data about how well eachfarmer has invested. It is learned that notall farmers are successful and that variousforces such as weather, technology, andworld affairs seriously affect agriculturalproduction and profits. As the activityprogresses through the three historic pe-riods, it becomes more complex. Finally,it is learned that despite hard work andwise investment, many farmers are "wipedout" (lose their land) during the Depressionyears of the thirties.Materials and CostMaterials Package:Index Card Box, 7" x 6" x 21/2" contains

the following:15 role cards; 16 outcome cards for eachof 9 years: 1880-1882, 1919-1921, and1933-1935; 18 wipe-out cards for 1933-1935

Additional Materials: 1 envelope contain-ing 3 activity sheets tablets (1880-1882,1919-1921, 1933-1935); 2 base mapslabeled "1880" and "1921"; 20 sheets ofgummed colored paper

Total Package $29.25Coordinator's Manual: (from Unit

'anufacturing and Agriculture in Geog-raphy in an Urban Age) 112 pp., 81/2"

69

x 10", paperbound; only pages 67-93 dealwith the Game of Farming; includes ma-jor parts of the activity, planning guide,list of materials necessary to conductgame, educational objectives, evaluation,guidelines for conducting the game,teacher readings, and discussion sugges-tions $ 1.20

Student Manual: 179 pp., 81/2" x 10", pa-perbound; only pages 123-147 deal withthe. Game of Farming; includes studentinstructions, background and pictorialinformation, charts $ 1.59

Additional Consumable Kits $.5See Materials and Cost in High School

Geography Project, Geography in AnUrban Age Data Sheet.

Required or Suggested TimeFarming is planned to take four and one-

half to six class periods. If accompanyingreading materials are used, the recom-mended time is essential. However, it maybe used without reading materials, thoughthis reduces the possibilities of maximumeducational gains. Debriefing activities arevery important for Farming. Within the sixrecommended days, teachers should allowat least one class session for analysis of theactivity and accompanying learning out-comes.Intended User Characteristics

Farming was originally intended for usein 10th grade geography classes. It has beenfound useful in U. S. history and could beused in economics courses as well. Youngerand older students can participate profitablyin this simulation game. If the reading ma-terials are used, students should possess atleast average junior high school readingproficiencies. In addition, mathematicalcompetencies of upper-elementary level are

required. Teachers do not need specialtrianing in geography in order to conductthis activity properly.

Rationale and General ObjectivesLearner objectives for Farming can be

grouped under three general headings:knowledge, attitudes, and process. It is in-tended that students learn that biologicaland climatological processes pose economichazards for the farmer; that national andinternational events seriously affect farmers'welfare; that interdependence, the market,and historic and environmental chance maybe more instrumental in determining a far-mer's success than hard work; and thatcultural background as well as objectiveinformation affects decision making. Farm-ing is further designed to help students readand interpret graphs and to apply such in-formation to the decisions that must bemade each year. The second category ofobjectives is concerned with attitude de-velopment. It is intended that students de-velop empathy for farmers' economic andsocial position in our society. Process out-comes make up the third set of objectives.Students must learn to work in pairs orsmall groups in order to analyze eachyear's outcome and to make decisions aboutplanting, renting land, and interpretingdata.

ContentParticipants in Farming assume the role

of settlers with varying cultural back-grounds. Attracted to Kansas by railroadadvertisements, each farmer must invest hisresources in order to earn a living for him-self and his family. He quickly learns thatthe railroads misrepresented western Kansasand that he must depend on his own knowl-edge and experience if he is to survive.7 he first historic period, or "entry," coversthe years from 1880 through 1882. Duringthis time farmers first allocate resources in1880 according to individual knowledgeprovided on the role cards. As they gainexperience, they modify the allocations oftheir resources in 1881 and 1882. Thesecond entry covers the years 1919-1921.American farm prices were inflated as aresult of World War I. To meet increasedforeign demands for food, farmers expandedtheir operati9ns and utilized technology.When European farms became productivein 1920 and 1921, American farm prices

70

were seriously reduced. As a result, manyfarmers in the game suffer some economicsetbacks in this period. Durirg this secondentry, farmers have additional information,such as annual rainfall tables, yields, andmarket prices, which must be interpretedand applied to the decision-making situa-tions. The third entry, which is optional,covers the years 1933-1935. Due to theeconomic depression and drought, manyKansas farmers are wiped out. Even thoughthe farmers are hard-working and reallywish to remain on their land, economic andnatural forces beyond any individual'scontrol force many to leave the land.Procedures

Each pair of students is given a rolecard describing the background of thefarmer the pair is representing. Studentsmust decide the wisest allocations of re-sources, and record their decisions. Afteroutcome cards have been distributed andthe results calculated on the worksheets, theteacher and students try to analyze whycertain outcomes occurred. Each of thethree years of the entry is played in asimilar manner. In entries two and three,additional information is provided for thefarmers, and the processes of allocatingresources and calculating results are re-peated for each year. In the third entry,however, many farmers are faced witheconomic disaster, and the game is designedto make it very difficult to win.Evaluative Comments and Suggestions

Farming is a relatively easy simulationgame to use. Although Farming was de-signed to have students work in pairs, indi-viduals or triads can assume one role andprofit from participating in the activity.When engaged in the final stages of Farm-ing, the teacher should take note of com-ments made by students, especially thosewho are faced with economic disaster.Such comments often prove suable in thedebriefing session. Farmin, proven tohe a very exciting simulation ime for stu-dents, and with proper debriefing, it is aneffective means of teaching informationabout agriculture in three historic periods.References

Risinger, C. Frederick. "High SchoolGeography Project," Social Studies Ma-terials Data Book. Boulder, C....).: SocialScience Education Consortium Inc., 1971.

GENERATION GAP

Developers:

Publisher:


Subject Area:

Number of Players:

Er ling 0. Schild and Sarane S. BoocockAcademic Games Associates, Inc.Johns Hopkins University


1969

From publisher6-9 (10-12)Sociology, Human Relations6

OverviewGeneration Gap is a simulation game

which was designed by Er ling 0. Schild andSarane S. Boocock of Academic GamesAssociates, Inc. at Johns Hopkins Univer-sity. The game is intended for use primarilyby upper-elementary grade students. Cogni-tive emphasis is minimal and only elemen-tary reading and mathematics skills arerequired. It is intended that, through dis-cussion techniques, students will acquiregreater insight into problem-solving betweenparents and teenagers and will be able tomore effectively solve problems in all oftheir interpersonal relationships.


12" x 14" hardbound album contains thefollowing: ,

Coordinator's Manual: 16 pp., 51/2" x81/2", stapled paper cover; includes ra-tionale, suggested schedule of play,rules, discussion questions for debriefing,variations of the game, suggestions foruse with various subject areas

Additional Materials: 3 playing boards,15 Issue Cards, 15 Issue Covers, 30Satisfaction Cards, 45 alphabetical let-ters (15 A's, 15 O's, 15 B's), 1 pad ofscore sheets


Required or Suggested TimeThis simulation game can be easily played

in a typical school class period. The firstround of play normally takes 15-20 minutes.Subsequent rounds take approximately tenminutes each.

71

Intended User CharacteristicsMinimal reading and mathematics skills

are required in playing this game. The gameis particularly suited for average-ability up-per elementary students; modifications ofthe game may make it appropriate for botholder and younger students. Teachers needno special training to implement the game;students need no advance preparation. Thegame area needs only to provide means forstudents to sit in pairs facing each other.

Rationale and General ObjectivesThis game was designed to provide stu-

dents with experience in solving everydayproblems which arise between parents andteenagers. It is intended that students willgain additional communication skills, aswell as increased appreciation for the com-plexities and difficulties faced by both par-ents and teens in solving mutual problems.Sarane S. Boocock states in the Foreword tottie Coordinator's Manual that "one mightpredict that the game experience in Genera-tion Gap, combined with thoughtful discus-sions, will produce greater self-confidenceand mastery of skills which will in turn leadplayers to be more sensible and sensitive intheir personal conflicts with others."

ContentFive issues confront each p rent and

teenager. Will the teenager do .11 of his'homework during the week? Will he stayhome Saturday night? Will he get his haircut (or, if a girl, wear makeup) during theweek? Will he go to a show and be home by10 o'clock P.M.? Will he spend most of theweekend working around the house? Each

pair of participants is supposed to resolvethe conflicts posed by these issues. The pairis to work conscientiously to solve eachproblem, employing whatever communica-tion skills which can be devised in conver-sation. The content of the game rests on thesuccess of the dialogue between each pair ofstudents and on debriefing which can greatlyaugment both cognitive and affective con-tent. The Coordinator's Manual provides alist of questions to use in debriefing.

ProceduresEach pair of participants sits at a table;

the parent and the teenager sit opposite eachother with the game board between. Bothparticipants randomly order five game pointcards. These point cards indicate how many"satisfaction points" each participant couldgain in solving a problem. Five issue cardsare placed in the center of the board, cor-responding randomly to the five point cardsheld by both the parent and the teenager.Each issue is discussed. Scores are deter-mined for each issue depending on whetheror not the parent and teenager have reachedagreement as to how to solve the problemposed on the issue card and depending on

72

who was "satisfied" by whatever decisionwas made. Teenagers are allowed to disobeyparents. If a teenager has disobeyed hisparent or has broken a promise he has madeto his parent, the parent may punish theteenager by subtracting up to seven pointsfrom the teenager's score. At the end of thegame, the parent and the teenager with thehighest number of satisfaction points areidentified as the winners.

Evaluative Comments and SuggestionsThis is not a complex game. It can be

used effectively with grade school studentsbecause the issues to be discussed are moregermane to that age group. Older studentswill find the issues much less meaningful;however, modifications of the game, e.g.,dialogue based on issues of concern to theparticipants, will increase the effectivenessof the game with a wider range of students.The game may also be modified to illustrateinterpersonal relationships other than thosebetween parents and teenagers; the discus-sion techniques used in solving problemscould be based on issues of concern toteachers and students, employers and em-ployees, Congressmen and constituents, etc.

GHETTO

Developer:

Publisher:

Publication Date:


Subject Area:

Number of Players:

Dove TollAcademic Games Associates, Inc.Johns Hopkins University


From publisher10-12 (7-9) (Adults)

Sociology, Contemporary Problems10-20

OverviewDeveloped at Johns Hopkins University

by Academic Games Associates, Inc., thesimulation game Ghetto was designed formiddle and higher socio-economic classstudents of junior high age and above. Fewof these students ever have any encounterwith urban poverty. This simulation gameis designed to simulate the emotional, phys-ical, economic, social, and other pressuresthat urban poor encounter as they seek toimprove their lives.



Coordinator's Manual: 24 pp., 81/2" x11", stapled paper cover; includes na-ture and aspects of the game, discussionquestions for use in debriefing, furtherreading and films available for purchaseand rental

Additional Materials: 1 vinyl game sheet(board), 30" x 32"; 1 pair of dice;wooden block markers; 1 spinner; 10profile folders; a summary of neighbor-hood conditions; ;ecord sheets for timeallocation record and reward calcula-tion; work, school, and hustling chancecards; victim cards; anti color-codedplayer chips


Required or Suggested TimeThe game can take up tf, four hours of

class time.. This time peliod includes intro-duction to the game, playing time, and de-briefing. Initially, the game will move

73

slowly as the players must learn the rules,make time allocations, and calculate pos-sible outcomes of their decisions in playingthe game. After the first few rounds (eachround equivalent to one year of the players'lives), the game moves rapidly. When thecoordinator (teacher) decides to introducethe "neighborhood conditions" portion ofthe game, play will slow somewhat but willpick up rapidly as students become accus-tomed to the additional complexity. Tenrounds (years) constitute one game.

Intended User CharacteristicsGame players should be able to follow

rules and directions, do a minimum amountof addition and subtraction, and do the re-quired reading which follows the game.These requirements may pose problems forsome junior high school students. Seniorhigh school students and adults should haveno problems with Ghetto. Teacher prepara-tion is necessary prior to playin?. the game.It is also helpful if the teacher has plannedthe debriefing well and has prepared somestudent work to follow the game.

Although a fairly large table is useful forsuccessful playing of the game, it can beplayed on the floor of a classroom as longas the students have a place to keep theirrecords and profile folderr.

Players tend to become noisy during thegame, particularly if the teacher is conduct-ing two games simultaneously with the class.The noise factor should be a considerationwhen choosing a location for playing thegame.

Rationale and General ObjectivesPoverty in the United States affects mil-

lions of people, particularly those who livein cities. Most individuals in middle andhigher socio-economic classes have littleempathy for or first hand experience withghetto life.

In the forward to the Coordinator's Man-ual, the author states that "the game ofGhette was designed t3 give more privilegedAmericans a small taste of some of thepressures that work on the poor of an innercity neighborhood." Upon completion of thegame, participants should be able to effec-tively respond to and comprehend the prob-lems of the urban poor. It is hoped thateach participant, after playing the game,will develop a greater willingness to seekad-litional information about a variety of

An problems.

ContentGhetto draws upon many of the social

science disciplines for game content. Forexample, from economics, students learnabout problems of urban and minority un-employment: from sociology, players oeginto see the difficulty of family t ,:t mainte-nance; and, from political science, thepower of community action .s exemplified.Many other concepts from these and othersocial sciences are inherent in the game.

The student gains minimal knowledge ofmany of these concepts in the gaming pro-cess. It is up to the teacher tk ase the gamein the way he sees fit to pursue one or moreof these areas of inquiry.Procedures

Depending upon class size and the num-ber of Ghetto games used, students caneither play Ghetto in pairs or individually.Each student assumes the role of an indi-vidual who lives in a ghetto neighborhood.Four male and six female roles are as-signed. Each profile folder defines the play-er's age, educational status, marital andfamily situation, sources of income, andrules he is to follow. It is worthwhile tohave the players introduce themselves (intheir roles) to each other. This will help togenerate a community feeling as the gamebegins.

Mayers are assigned color coded "hourchips". Within the rules given them and therules of the game, players can decide toallocate their time (hour chips) among avariety of activitics in their communityschool, work, hustling, relaxation and rec-reation, and welfare. Players are given dif-ferent numbers of chips depending on the

74

time they might typically devote to t..;activities. In allocating their chips, playersare asked tr. follow the objectives stated inthe Coordinator's Manual: 1) get as manyreward points as you can during the roundsof play, and 2) improve your earningpower for the future. it is necessary to care-fully explain the data sheet, scoring proce-dure, and chip allocation used with thegame board (sheet). To get the game un-cienvay in good or ;t is wise to clearlyexplain the rules and then go ahead withthe first round (year) of play. Questionswill come up that can be answered moreeffectively as the game is being played.

interaction among the players should beallowed to take Wee. To some extent play-ars will influence each other in the decision-making process. However, no amount ofplayer :nteractiori in the initial stages of thegame can influence the outcomes of theirdecisions. Outcomes are based more uponchance, reflecting the reality of ghetto life,than player skill. To some degree decisionsmade collectively by the players can changeoutcomes. After the game is underway,players can act to improve neighborhoodconditions, i.e., housing, education, recrea-tion, and satoty. The sacess of their col-lective endeavors depends to some degreeon chance just as in real life. However, im-provement in neighborhood conditions willhave some effect on the way time is spent inother activities.

Competition hi Ghetto can be minimized.There is really no winner or loser. However,the Coordinator's Manual suggest:, havingplayers with similar roles compa,c theirscores at the completion of the game andidentifies roles which may be usefullycompared.

The game is fairly tightly structured, butcan bt. altered. Alterations should not bemade until it is determined that all playersare well into playing the game a: it isdesigner!.

Evaluative Comments and SuggestionsFew evaluative data are available. During

the 1959-70 Experienced Teacher Fellow-ship P..ram at the University of Colorado,the game was used wits mixed success in aracially integrated junior high school classin Denver, Colorado. The Social ScienceEducation Consortium staff has used al;resosuccessfully to introduce both inservioe andpreservice teachers to simulatio. games.Unless a teacher is very skilled in ,workingwith ghetto youth, it is not recommendedthat the game be used in core city :chcols.

GRAND.STRATEGY

Developer:

Publisher:

PublicationPublication Date:Availability:Grade Level:


Abt Associates, Inc.Abt Associates, Inc.55 Wheeler StreetCambridge, Massachusetts 021381970

From publisher

10-12 (7-9)

International Relations10-30

OverviewGrand Strategy was originally developed

in 1965 for demonstration use in teachertraining workshops. It was devised to pro-vide an example of how simulation tech-niques can be effectively applied to a spe-cific historical period. It is a simulationgame which explores the political, diplo-matic, and military exchange between tenwestern countries during World War I.


81/2" x 11" manila envelope contains thefollowing:

Coordinator's Manual: 8 pp., 81/2" x 11",stapled paper cover

Additional Materials: I overhead trans-parency map; 30 scenarios describing thehistorical setting; 30 different one-pagerole profiles; and 30 blank adhesivename labels

No student guide or evaluative instru-ments are provided.


Required or Suggested TimeActual playing time requires one to two

hours.

Intended User Characte:isticsThe game is played most conveniently in

a large room with a conference table, 30chairs, a white screen for map projection,and an overhead projector. Arithmetic skillsrequire simple addition; most of the com-putation is done by the teacher. Little read-ing time is demanded, but the suggestedreading is essential for the smooth operationof the game. The game was developed toprovide for the average junior high schoolstudent as well as the slow learner who

75

shows little interest in developing readingskills. The teacher should have a basicunderstanding of the historical backgroundof World War I; this will be useful in de-briefing the students.

Rationale and General ObjectivesAlthough Grand Strategy illustrates the

historical interaction of the major Europeanpowers during World War I, the primarypurpose of the game is to facilitate students'comprehension of the various relations be-tween.countries, e.g., coalitions, clandestineagreements, alliances, treaties, open war-fare, etc. Therefore, the game is not strictlyrestricted to having the students acquire abasic understanding of the historical period,but has the participants experiencingprocesses of international diplomacy.

ContentGrand Strategy explores the international

relations between European nations duringthe First World War. European politicalsystems of the era are recreated. Partici-pants assume roles of national leaders whostrive to achieve political objectives fortheir representative countries with as littleeconomic and political cost as possible.Military interaction is simulated with landand naval battles diagrammed on a Euro-pean continent transparency. Avoidance ofWorld War I depends upon the effectivenesswith which the students assume the rolesof politicians and on the effects of the inter-actio . which occurs as the game is played.

ProceduresParticipants are appointed to nation

teams and receive national leader profileswhich correlate to actual historical data,e.g., President Wilson operates within a

framework which attempts to achieve worldpeace, end the war quickly, and establishdemocracy in the ness1y created nations.Classroom lights are turned down, scenesare read aloud, and the European maptransparency is projected. Next, a bulletinabout the Serbian crisis is read to the par-ticipants. From this point. nation teamsmust act according to their own interests,ideological background, perceived militarystrength, and contracted allies. Foreign min-isters are free to travel and meet withother teams. while Chiefs of State and De-fense Ministers must remain seated. Repre-sentatives from nation tea-es may leave theroom for two-minute p. aods. Participantsdirect the teacher to move battalions andnavies to engage in battles; the techertabulates outcomes based on militarystrengths tables. Each simulated year repre-sents approximately ten minutes of gameplaying time. Victory in the overall war re-ouires a two to one ratio of militarystrength superiority. If the war slows down,

participants ma; choose to establish a peaceconference. The overall winner of the gameis the nation team which achieves its polit-ical objectives with the least loss of militarystrength.

Evaluative Comments and SuggestionsThe Coordinator's Manual in many in-

stances could be more specific in explaininggaming procedures, especially with respectto the following: 1) the naval battles: 2)the lack of charted score sheets and studentguides: 3) the defeat of nations in battles:and 4) the number of rr- /es participantscan make in one year of playing time. Thesuccess of Grand Strategy greatly dependsupon teacher initiative to fill in the non-soecified gaming procedures as well as toencourage the participants to understand therelationships between the game and the his-torical period and political concepts beingstudied.

76

[

HANG UP

Developers:

Publisher:


Subject Area:

Number of Players:

Synectics Education Systems and the UnitarianUniversalist Association

Synectics Education Systems121 Bratt le StreetCambridge, Massachusetts 021381969


Human Relations, Psychology, and Sociology6 (2-As many as desired)

OverviewThis game has been designed to focus at-

tention on racial "hang ups." In playing thegame, each participant is given a numberof hang ups which he must then try to ridhimself of during the game. As he movesaround the game board and encountersvarious stress situations, he tries to panto-mime his hang ups successfully. The otherparticipants try to identify correctly eachhang up being demonstrated. Both the stu-dent whose hang up is guessed and the stu-dent who correctly identifies the hang upmay discard a hang up card. The winner isthe first player to pass the finish line with-out any hang ups. The game has been usedsuccessfully with 6th-grade students throughadults It requires little teacher preparationbut considerable tact and sensitivity through-out the game play and in the debriefing.


Cardboard cylinder, 14" x 4", containsthe following:

Coordinator's Manual: 9 pp., 61/4" x 8",stapled paper cover: includes introduc-tion, procedures, suggestions for modifi-cation, and rationale

Additional Materials: 57 blue Hang UpCards: 37 tan Stress Situation Cards ona ling: 23 ed Wild Cards; 23 yellowWild Cards: Tiles. one of each of thefollowing colors: yellow, blue. maroon,turquoise, violet, green; plastic playingboard: 6 Clue Lists: 2 dice: 12 blankyellow Wild Cards; 11 blank red WildCards. :7 blank blue Hang Up Cards;18 blank tan Stress Situation Cards


77

Required or Suggested TimeA minimum of two hours is necessary to

play this game, including briefing and de-briefing activities.

Intended User CharacteristicsParticipants need only elementary arith-

metic and reading skills to play this game.The teacher does not have to spend muchtime in preparing to play the game: how-ever, success in debriefing depends upon theteacher's ability to assist students in gainingreal insight into their own game behavior.

Rationale and General ObjectivesThe purpose of this game is to focus at-

tention on racial attitudes and stereotypicthinking. The developers' rationale in de-signing this game is based on GordonAllport's studies in his book, The Nature ofPrejudice. Allport's fine gs indicate thatpeople who have a highly developed empa-thy for other human beings to td to be moretolerant, to be less prejudiced, and to havegreater self-insight. Therefore, Hang Up hasbeen designed to stimulate empatheticawareness in students through a process ofcharading stressful and comical situationsbased on race relations. The developersbelieve that through a process of charadeand analysis, participants' sensitivity to theirown and to others' racial attitudes andprejudices will be heightened. It is intendedthat each actor will generate, within himselfand the other participants, a feeling for andunderstanding of the situation he is por-traying. When each participant tries topantomime a hang up in a stress situation,he frequently and unconsciously revealslatent racist strains which can then beanalyzed in the debriefing process.

ContentIn the process of this game, students are

involved in trying to identify themselveswith situations that they may never haveexperienced in real life. They are requiredto analyze how certain types of people mightfeel and react in specific circumstances.Most of these situations involve hypotheticalinteraction between people of different racialderivations. As the student tries to role playvarious stressful situations, he invariablyprojects some of his own attitudes and feel-ings. A participant can be given a hang upcard that says. "You are the type of personwho tries to hide your low opinion of your-self by using a false front of superiority,"while at the same time, "Your black friendis beginning to prefer being with otherblacks." He has already rolled the dice todiscover that he himself is white. Studentsreveal their own attitudes and feelings notonly in the role play but also by the hangup cards they choose to discard when theyhave the opportunity to discard those oftheir choice.

The value of the game for students' cog-nitive and affective growth lies in its poten-tial for analysis of both implicit and explicitprejudices in ways that maximize students'emotional and instructional involvementin the analysis. Skills in self-expression,verbal. and non-verbal communication canalso be heightened in game play. Hang Upis also designed so that students can pro-vide their own input by creating their ownrole-play situations.

ProceduresEach player is dealt seven hang up cards.

As he moves around the game board, helands on different numbered squares, eachnumber representing a specific stress situa-tion. If any of the hang up cards in hishand fit the suers situation on which helands, he checks the dice to see if he is ablack man or a white man (even numberblack: odd number white). If the player'srace eliminates the stress aspect of thesituation, he then picks two wild cards andacts them out. One card is an adjective; theother is a noun (e.g., rich, clown). If hisacting out of the wild cards is correctlyidentified, he can discard one hang up cardof his choice; if it is not identified, he must

78

draw another hang up card. If the player'srace does not eliminate the stress situation,he goes ahead without selecting wild cardsand acts out his hang up. taking into con-sideration the participant's race and hissituation. All participants have a printedsheet that lists all possible hang ups. Theother players then try to identify which hangup the student is acting out. Each player.however, has only one guess. If anotherplayer correctly identifies his hang up, thestudent has a chance to discard that hangup card and the person who identified itmay discard any hang up card in his hand.If the hang up is not identified, the partici-pant who played the role must discard thatparticular hang up and draw two new ones.The player may, if he wishes, pass up hisopportunity to act out a hang up card andwait instead for his next turn. The firstplayer to pass the finish line on the gameboard without any of his hangs ups is thewinner.

Evaluative Comments and SuggestionsThe developers state in the Coordinator's

Manual that "this game has been testedwith blacks and whites and adults and youngpeople. It has proved successful both interms of fun and of learning.... The gameis designed for players to substitute theirown relevant concerns for the ones proposedby the game." This can be an exciting andeffective game. Some of the pantomime,however, is difficult; for example, it is notalways easy to act out a concept like "self-contained aggression." As a result, it is help-ful if the game coordinator immediatelymakes the rule that words cannot be spelledout by letters in the air. It is also helpful tohave the participants keep their hang upcards hidden from sight: sometimes playersguess a person's hang up incorrectly on pur-pose, just so the game doesn't end. The gameis effective and adaptable for use at a widerange of age and maturity levels. One con-spicuous weakness is the fact that theManual does not provide any assistance orsuggestions for debriefing. The developersdo. however, furnish a phone number in theCoordinator's Manual and :ell anyone whohas questions about the game to call themcollect!

HARD ROCK

Developers:

Publisher:


Subject Area:

Number of Players:

MINE STRIKE

Russ Durham and Virginia DurhamTeaching ResearchOregon State System of Higher Education

Random House, Inc.Westminster, Maryland 21157

1970

From publisher

7-12 (Adults)

American History, Labor Relations, and Political Science11-35

OverviewDeveloped under the Simulation Systems

Program at Teaching Research, OregonState System of Higher Education, with theconsultation of Dr. Paul Twelker, HardRock Mine Strike was designed to reflectvarious historical forces behind the labor-management conflict during the late 19thcentury. Players assuming the roles of coalminers threaten to strike for increased payand better living conditions while manage-ment thmatens the use of federal troops.yellow dog contracts, and other tactics toresist higher costs which are already causingcorporate losses. The game package includesrole descriptions, student objectives, trans-parencies, game-action flow charts, and sug-gested follow-up activities, and is well-suitedfor use with junior and senior high schoolstudents.


Cardboard box, 1VA" x 121/4" x 23/4",contains the following:

Coordinator's Manual: 38 pp., 6" x 9".stapled paper cover: includes rationale,student objectives. rules for the game,action flow charts, role descriptions, andsuggested follow-up activities with dis-cussion questions

Additional Materials: 35 student rolecards: 20 chance cards; 80 coal cards:80 food cards: 3 flow of action charts:40 whiskey cards; 20 Christmas baskets:6 transparencies: 2 U. S. Federal CourtInjunctions; Recc-d of Miner's Standardof Living: 1 Bookkeepers Payroll Sheet:I set of agendas, operation forms, pro-

79

jetted income and profit graphs, andname tags


The game can be played in one to two 50-minute classroom periods if participantshave been briefed the previous day. Sug-gested post-game discussion and pre-gameresearch into the historical background ofthe game will require additional tiinc, at thediscretion of the teacher and students.


addition and subtraction skills are required.No previous knowledge of subject matter ismandatory for successful playing of thegame. However. suggested research into thehistorical background of the game settingbefore play begins would be beneficial. TheCoordinator's Manual provides personalityand study skill ability guidelines for thevarious game roles. The classroom shouldbe large enough to allow for groupings oftables and chairs into five distinct areas anato allow for considerable student movement.

Rationale a 4 General ObjectivesHard Roc Mine Strike was designed to

illustrate the Cynamic and explosive rela-tionships that ex;sted between workers andmanagement duti ig the late 19th century.The authors nave written 25 of what theyrefer tc as behavioral objectives as possiblestudent outcomes at the conclusion of thegame. Two of the most important objec-tives are that students will: I) define thepower motive that was the base of thelabor-management conflict: and 2) statereasons to support the position that con-

(lids between labor and management wereinevitable. The developers state, however."It should be noted that the objectives you(teacher) decide to emphasize may dependon the amount of time you wish to give tothe subjects and the concepts you feel arerelevant.-Content

Hard Rock is a small mining communitycentered in a coal region situated 100miles from the nearest town. Hard Rock iscompletely controlled by the president ofHard Rock Mining Company. who ownsthe company store. the saloon, the miners'houses. and pays the local sheriff. In theearly winter of 1893, the community isexperiencing a depression. Coal prices aredown and the mine is beginning to operateat a loss. The 2.000 miners who are com-pletely dependent on the mine are pressingfor higher wages. better living conditions.and fewer hours of work. Hard Rock MineStrike simulates tensions as they grow be-tween management and workers. Bothgroups use all the resources at their dis-posal (e.g.. yellow Jog contracts. strikes.federal court injunctions, scabs) to achievetheir desired goals. Through negotiationsand meetings. both sides have the options ofsettling differences (primarily to the advan-tage of management) or dissolving thegame.

ProceduresAfter the teacher has briefed students

about the historical background of the com-munity of Hard Rock and discussed the up-coming uses of the confrontation, partici-pants select roles and the room is arrangedinto designated areas. Actually, the Co-ordinator's Manual suggests that the teacher,rather than the students, select participantsto play each role. The game continues in 13

80

phases. each lasting five to ten minutes. Inphases one through five, miners and man-agement receive wages, purchase goods atthe company store. receive notices of im-pending hardship. and discuss in separategroups possible courses of action to take toresolve their problems. In phases six throughthirteen, union and management leadersengage in neco.:;ations to discuss uniondemands. however. management remainsadamant on almost all issues. In the lastphases. workers become more persistent asmanagement seeks alternative actions tostop confrontation (federal injunctions.threat of troops, etc.). As the game pro-ceeds in the last phases. both sides havewider alternatives for action, thus allowingfor negotiation or dissolvement of thegame. The game ends when 1) miners re-turn to work with yellow dog contracts,2) all strikers are fired, 3) both sides reachsatisfactory compromises, or 4) the co-ordinator calls an end to the a..tivity. Thereis no winner or loser.Evaluative Comments and Suggestions

Since there is no possibility of earningpoints or winning. players are not compelledby a win-lose motivation to take realisticactions in each successive phase. The rolesof the miners are not as comprehensivelydefined as the various management roles.Research of 19th century labor-managementconflicts prior to the game's begir.ning pluscareful management of the game by theumpire and other key participants wil! helpto prevent dysfunctional lack of involve-ment on the part of students. The Co-ordinator's Manual does include a lengthylist of questions for use in debriefing and anumber of suggestions for follow-up activi-ties.

i>1

I

HAT IN THE

Developers:

Publisher:

Publication Date:Auailability:

Grade Level:Subject Area:Number of Players:

RING: THE PRESIDENTIAL NOMINATING GAME

Paul A. Theis and Donald M. ZahnThe Kip linger Washington Editors, Inc.1729 H Street. N.W.

Washington, D.C. 200061971

From publisher

9-12 (94) (Adults)Political Science3-26

OverviewHot in the Ring was developed as part of

a political science mini-course entitledPolitics '72. The course was designed foruse in grades q through 12. but the simu-lation can be implemented in upper ele-mentary and junior high classes as well.The game is designed to acquaint studentswith all aspects of the presidential nomina-tion process from the primary through theconvention.Materials and CostMaterials Package:Cardboard box, 13" x 10" x 2", containsthe following:

Games Rules: 5 pp.. 51/2" x 81/2"; 8copies; includes game objectives and rulesfor play

Additional Materials: I vinyl game sheet(board) 38" x 25" (a map of the UnitedStates); plastic markers as follows: 8candidate markers: I National Conven-tion site marker; 130 delegate markers:paper play money; 3 decks of cards foruse in primary states, non-primary states,and the convention

Total Package $9.95

Required or Suggested TimeThe developers do not recommend a

specific amount of time for playing Hat inthe Ring. The analyst suggests a total offive one hour sessions: one for introducingand beginning the game, two for conduct-ing the primaries, one for holding the con-vention. and a final session for debriefing.This game may take longer if the playersbecome involved in strategies and bargain-ing, or be shorter if one player enters theconvention with the required number ofdelegates to win the nomination.

intended User CharacteristicsHat in the Ring was designed for use by

hag% school students as part of a mini-

81

course on the 1972 election. It has beenfield-tested with 4th graders through adults.The field tests indicated that 5th graderscan play the game with some degree ofunderstanding. but that maximum resultscome when played by students in 9th gradeand above. The game coordinator needs nospecial training in political science, butshould play the game before attempting touse it in class. A table large enough tohold the game board (38" x 25") is re-quired. Space should allow for freedom ofmovement, particularly during the conven-tion, as players may' need to bargain inprivate.

Rationale and General ObjectivesThe developers believe that a presidential

candidate's struggle for his party's nomina-tion is often more exciting than the actualelection. In their effort to win the partynomination, students will learn the variousphases of the nominating procedure fromthe primaries to the convention. They willalso become aware of the various aspectsof gaining delegates in non-primary states.Besides the major game objective of win-ning the nomination for President, studentsare expected to: I) plan their campaignstrategy and conduct their own campaign:2) decide whether to enter primaries; 3)devise a strategy for running a high or lowbudget campaign: 4) raise campaign funds;and 5) bargain with other candidates forconvention delegates to secure the nomina-tion.

ContentSeeking the nomination for President of

the United States involves learning aboutvarious political realities. These realitiesinclude knowledge about such things as therelationship between money spent and sup-port gained; the relative payoff of seekingdelegates from a few large states or many

small states; the difference in cost andenergy in gaining votes in a primary versusa non-primary state; and the importance ofmaking political deals during the conven-tion.Procedures

Three to eight players assume the rolesof presidential candidates. In order toaccommodate a larger group each playermay have a campaign manager to help himdevise strategies and a treasurer to managecampaign finances. Two other suggestedroles are a banker who pays money to thecandidates and receives money from them,and a tally clerk who keeps track of thecandidates' delegate strength. Although asmany as 24 can play with one game, thedevelopers suggest the use of two gameswith larger groups.

Each candidate receives $100,000 fromthe bank to begin his campaign. Delegatemarkers ate placed on each state, with eachmarker representing ten delegates. Delegatesare apportioned to each state according topopulation. Each candidate then draws acard to determine his home state. He auto-matically wins that state's delegates. Thetally clerk draws a card -to determine theconvention site and puts an appropriatemarker there.

Following these preliminary steps Hat inthe Ring is conducted in two stages: thecampaign and the convention. The first stageinvolves winning as man' -le legates as pos-sible before the nation. ..ot vention. Candi-dates may choose to enter primaries, tocampaign in non-primary states, or a cc -bination of both. They may also choose ts.drop campaign activities during a round toconcentrate on fund-raising. After the can-didates make their choice for the first round,play begins with the player whose statecomes first in alphabetical order. He mustannounce what he will do that round andwhat type of campaign he will run. Inboth primary and non-primary states hemay choose an economy campaign, which

82

is the least costly but is also likely to gainfewest delegates: a full-scale campaign,which will gain more delegates but costsmore; or a blitz campaign which is themost costly but will gain the most delegates.After announcing his decision, the candi-date draws either a primary or non-primarycard and follows the instruction. For exam-ple, an economy campaign in a primarymight say: "Newspaper ad campaign winsten delegates. Cost SI0,000." As a candidatewins delegates he takes the correspondingmarkers for that state from the board. Whenall delegates from a primary state have beenwon, the next primary begins. Primariesbegin with New Hampshire and proceedthrough all states which utilize this formof delegate selection. The South Dakota pri-mary marks the end of the campaign stageof the game.

All candidates then proceed to the con-vention site, taking their delegates. Anydelegates remaining in non-primary statesare taken to the convention site and de-clared uncommitted. The first ballot istaken, and if any candidate has 660 dele-gates the game is concluded. If not, thecandidates develop a campaign strategy andthe game proceeds. They may choose tocaucus, to demonstrate, or to entertain inorder to gain delegates. Candidates maymake political deals such as offering theirdelegates and money to another candidatein return for the vice-presidential nomina-tion. The first candidate to aggregate 660delegates wins the nomination and the game.Evaluative Comments and Suggestions

Although nomination procedures havebeen simplified in this game to make it gomore smoothly, students can gain valuableinsights into the nominating process. Theintricate distribution of votes among dele-gates and the strong influence of individualstates are not built into the game nor arethere "winner-take-all" primaries. Theteacher may, therefore, want to explorethese realities with the class.

INFLUENCE

Developer:

Publisher:


Subject Area:

Number of Players:

Judith A. GillespieSocial Studies Development CenterIndiana UniversityGinn and Company191 Spring StreetLexington, Massachusetts 021731972

From publisher9-12 (13 14)


OverviewInfluence is a highly structured simulation

game designed to explore two basic ques-tions about policy making: "1) Who is in-fluential? and 2) How is influence exercisedin different political situations?" Althoughdeveloped as a part of the AmericanPolitical Behavior course, it can be adaptedfor use with other curricula. Participantsassume the roles of such official decision-makers as the President, Congressmen, andFederal Bureaucrats; and of such unofficialopinion makers as interest-group leaders,media representatives, and experts frompolitical science, economics, and industry."Players work together to make nationalpolicy on the issues of domestic welfare,foreign affairs, and congressional reform. Inthe process of working together, players cansee the different influence relationshipswhich develop as democratic governmentsmake policy."Materials and CostMaterials Package:Heavy paper envelope, 91/2" x 121/2 ", con-tains the following:

Coordinator's Manual: 44 pp., 81/2" x11", stapled paper cover; includes intro-duction, overview, objectives, suggestedprocedures for game play, complete listof roles, tables for gathering data fordiscussion, identification cards, 35 perfor-ated role cards

Student Manual: 4 pp., 81/2" x 11", papersheets: includes player objectives, policyissue statements, role information, po-litical conditions, activities, debriefing in-formation, and playing schedule; 3 perpackage

Additional Materials: Four duplicatingmasters, 81/2" x 11", containing the fol-

83

lowing: Influence Score Sheet, InfluenceCard, Policy Opinion Poll, and PoliticalEvent Sheet


The game design of Influence providesfor three days of play and one day ofdebriefing. The developer emphasizes thatthe game has been carefully structured toinsure that the generalizations which thestudents will be expected to make as theresult of playing are coherent and con-sistent with sound political science research.It is necessary, therefore, to adhere care-fully to the systematic development of thegame.

Intended User CharacteristicsInfluence was designed for students in

grades 9 through 12, and can be used mostprofitably as a summary activity after stu-dents have studied about Congress and theExecutive. The game might possibly bedifficult for less able readers; however, theteacher could overcome this by prefacingthe activity with a discussion of the infor-mation contained in the Participant's Guide.There is also no reason why the game couldnot be fruitfully used in junior college orundergraduate collegiate courses. The gamecan be conducted in a regular classroomwith space set aside for Executive activities,one part for Congressional activities, andone part for the media and interest groups.

Rationale and General ObjectivesInfluence seeks to lead students to under-

standing of political behavior by providinginformation and data which students cananalyze and from which they can makegeneralizations. General objectives for thegame are: "1) Students can identify influ-

ence relationships between official politicaldecision - makers and unofficial political spe-cialists. 2) Students can see how politicalinfluence is exercised in three different kindsof political situations: consensus of opinion,coalition of different opinions, or conflictsof opinion. 3) Students can state the follow-ing relationships betwcen political condi-tions and the exercise of political influence:(a) Under conditions of consensus ofopinion, official political decision-makerstend to make policies without consideringthe alternatives offered by lobbyists, experts,and media representatives. They tend tomake policies through compromise agreedupon by most official participants. (b) Un-der conditions of coalition of differentopinions, official political decision-makerstend to seek support from lobbyists, experts,and media representatives who agree withtheir own opinions. They tend to make poli-cies through rule by the largest coalitions,and minority groups continue to voicestrong opposition to their decisions. (c) Un-der conditions of conflict of opinion, officialpolitical decision- makers tend to make poli-cies which express minority opinions or notto make policies at all. 4) Students can statevarious arguments on three major nationalpolicy issuesthe war in Vietnam, welfarepolicy. and the seniority system in Con-gress."

ContentPlayers in the game make policy on three

major issuesdomestic welfare, foreignpolicy, and congressional reform. Threebasic policy positions outlined on individualrole cards are possible in the area ofdomestic welfare. The extent of Americaninvolvement in Vietnam provides the focusfor another set of policy discussions andthe seniority system in Congress is the thirdpolicy matter with which the players mustgrapple. The kind of decision which isfinally made, the way in which it is made,and the strategies employed by the policymakers are dependent upon the types ofpolitical conditions prevailing during .ledecision-making period. Two types of po-litical conditions are included in the lameformat. The first involves the amou it ofconsensus or conflict about the variousissues. The second type are the "events"such as Supreme Court rulings suggestingthe possible unconstitutionality of proposed

84

policies or mass public opinion pressures.As in reality, the participants must respondand make appropriate allowances for thesepressures.

ProceduresThe Coordinator's Manual carefully out-

lines the procedures and steps which willmake Influence a meaningful learningactivity. It also suggests the way the game,which was ,lesi2ned for 35 students, can bealtered to b. useful in smaller or largerclasses. Following the introdt.ction by theteacher, during which the players' objectives,background information, and the variouskinds of player activity are explained anddiscussed. the game play can begin. ThePresident holds meetings, writes legislativeproposals, holds news conferences, and ag-gregates support for his policies. Legislatorsconduct committee meetings and hearings,prepare policy statements, bargain, and vote.Bureaucrats report to the President, gatherdata from the experts, and testify at hear-ings. Media representatives collect informa-tion and take editorial positions. Interestgroup representatives hold meetings andbargain. On the second day the first of theEvent Cards are distributed to the properplayers. A poll of public opinion by themedia representatives culminates the game.

At the end of each day's session theteacher collects the Influence Cards. Theseprovide the data base necessary for carryingout the final debriefing session. It is sug-gested that during debilefing the class bedivided into three groups, each of whichincludes as many different roles as possible.Each group analyzes an issue and answesa number of questions. The findings aiereported to the class to provide the bas sfor a general class discussion.

Evalu-tive Comments and SuggestionsIt is especially important to follov,

exactly the procedures outlined in the stu-dents' and coordinator's manuals. The de-velopers have carefully structured the gameto bring about understanding of one aspectof political reality. They state that: "Toooften simulations are totally dependent uponchance classroom developments for theirsuccess or failure. Thus structuring is de-signed to control behavior and emphasizethe learning process in a systematic ratherthan random way."

INNER-CITY PLANNING

Developers:

Publisher:

Publication Date:


Subject Area:

Number of Players:

Stephen J. Fischer and Raymond A. Montgomery, Jr.Creative Studies, Inc.

The Macmillan Company866 Third AvenueNew York, New York 10022

1971

From publisher9-12

Political Science, Sociology, and Contemporary Urban Problems12-40

OverviewInner-City Planning is a simulation game

designed to give students insights into theproblems of contemporary planning in theinner-city. Students assume roles of variousfigures involved in the real-life situation ofplanning improvements in an urban setting.As members of six special interest groups,the students attempt to influence the cityplanning authority in its decisions. Groupinteraction plays an important role in thesuccessful use of this simulation game andcontributes particularly to affective learning.


Cardboard box, 9" x 111/2" x 11/2", con-tains the following:

Coordinator's Manual: 13 pp., 81/2" x11", stapled paper cover; contains de-scription, objectives, game procedures,bibliography

Student Manual: 20 pp., 81/2" x 11",stapled paper cover; contains instruc-tions, sequence of play, background onurban renewal, building costs, site map

Additional Materials: 40 role cards, 7working site maps, 1 class ^.ite map

Total Package $16.80Additional Coordinator's Manual $ .30Additional Student Manual

(set of 10) $ 8.03Recwired or Suggested Time

These materials were designed for use insix class periods of approximately 40 min-utes each. However, the teacher may easilyadapt the game based on the length andschedule of class periods in his school andthe extent of argument and discussiongenerated by the class in playing the game.

85

Intended User CharacteristicsParticipants need only enough reading

ability to understand their roles. The teachershould be certain that the students under-stand the game instructions and backgroundinformation. It is useful if the teacher dis-tributes the game materials as much as afew days before the game is to begin. It isthen useful if the teacher devotes some classsessions to a discussion of these game mate-rials to get students immersed in the back-ground and purpose of tne simulation. Theuse of two or three separate rooms for thesix groups is desirable and reduces groupdistraction. A large playing alea should alsobe available to accommoda% large groupmeetings of all players. Mr, teacher shouldparticipate actively in the guile, encouragingdiscussion and pointing ur important issues.

Rationale and Gene al ObjectivesThe developers of Inner-City Planning

believe that havinv students play the rolesof figures involvtz.' in the real-life situationof planning urban improvements will pro-vide students with an understanding of someof the causes of urban decay, will exposethem to processes involved in attempts tosolve urban pr-,i-ilems, and will give them anunderstand!' of several diverse points ofview in /0' %fed in efforts to improve urbanlife. c eneral objectives are aimed at havingeach of the participants gain a greater un-derstanding of the complexities of thecontemporary urban dilemma, and in theprocess acquiring skills in communicationand problem-solving. The developers statethat students should see Inner-City Planning"not simply as a means of conveying infor-mation but as an opportunity to engage in

the processes and human conflicts that arisewhen planning the improvement of an urbanarea."

ContentSix interest groups, representing a munici-

pal planning authority, a public housingagency,, community representatives, educa-tors, businessmen, and medical profession-als interact in order to effect urban improve-ments without impairing the environmentsof citizens living in the area. These interestgroups attempt to determine the environ-mental conditions which are most likely toenhance the lives of the citizens who live inthe target area. The different interest groupsdevise strategies to influence the municipalplanning authority through negotiation andcompromise as they try to develop a planto improve the section of the city beingconsidered for urban renewal.

ProceduresThe teacher organizes the members of the

class into six interest groups of about equalnumbers. It is helpful if tl'c participantshave several class sessions prior to the gameto ady their role profiles. In the first ses-sioi the interest groups are separated todisc s their strategies. Each interest group

a spokesman and secretary andattempts to reach a consensus concerning itsstrategy for urban renewal. The second ses-sion is a public meeting of the municipalplanning authority where all interest groupspresent their ideas and plans for urbanrenewal. Each group has five minutes tomake its presentation, followed by a ten-minute discussion period. At the end of thissession, the teacher announces the forma-tion of advisory committees comprised ofrepresentatives from each interest group.The purpose of these advisory committeesis to devise renewal strategies which includemany of the ideas of each interest group.The teacher at this time also annou :es the

86

amount of money available for the urbanrenewal project. In the third session, theadvisory committees meet separately tomake plans for the project. Spokesmen andsecretaries are selected to present the plansto the next planning authority meeting. Thepurpose of the fourth session is to hear theadvisory committee presentations, with eachcommittee having five minutes for its report.After a discus xi period of ten minutes,the teacher announces that the planningauthority will choose the best plan and thatall players will vote on this choice at thefinal game meeting. The planning author-ity then conducts a brief closed meetingto make its choice; the rest of the partici-pants spend that time discussing the possiblechoices and the decision-making process.During the last segment of this session, theplanning authority announces its decisionand the players vote to accept or reject thedecision of the planning authority. The dis-cussion which follows should focus onwhether the decision was a good one; theproblem of citizen autonomy versus estab-lished authority should emerge from thisdiscussion. A review meeting for debriefingpurposes is held to discuss issues that emergefrom the game and can be. used to discussstudents' feelings about the values and atti-tudes in the role profiles.Evaluative Conrients and Suggestions

The game has 40 possible roles. If thereare fewer players than 40, some roles canbe eliminated according to a role elimina-tion table provided with the game. Theparticipants have quite a bit of latitude inchoosing plans for urban improvement;however, they must work together in thegroup process. This simulation is particu-larly useful to intro& :e or conclude a uniton today's urban problems or, indepen-dently, to serve as illustrative material forconsideration of contemporary social prob-lems.

INTER-NATION

Developers:

Publishes


Subject Area:

Number of Players:

SIMULATION KIT

Cleo H. Cherryholmes, now Michigan State UniversityHarold Guetzkow, Northwestern University

Science Research Associates, Inc.259 East Erie StreetChicago, Illinois 60611

1966

From publisher

9-12 (Adults)

Contemporary Problems, International Relations, Political ScienrWar/Peace Studies, and World History

14-As many as desired

OverviewThe Inter-Nation Simulation (INS) was

originally developed in 1958 as an out-growth of 1-tork in use of war games formilitary training and strategic planning. It isa "functioning construction of the mr.jorfeatures of the international political sys-tem" and may be used effectively with highschool students and adnits. Five,, seven, orten nations are created and their economicand political characteristics at., assigned atthe beginning of the simulation. Variousinternational situations develop from theinteraction of the student decision makersas they seek to advance the economic andpolitical well-being of the nations in whichthey live. Assuming roles of public officials,students analyze the changing world situa-tion and implement strategies to increasetheir nation's capability to produce goodsand services and strengthen its position inrelation to other nations or alliances. Crisissituations develop gradually from the differ-ing characteristics of each nation and thebehavior of the student decision makers.


Cardboard box, 111/2" x 10" x 83/;", con-tains the following:

Coordinator's Manual: 41 pp., 6" x 9",stapled paper cover; includes explana-tions for constructing simulated rations,assigning initial characteristics, organiz-ing and operating the simulation, usingcalculations, equations, and abbrevia-tions $ 1.20

Student Manual: 57 pp., 6" x 9", stapledpaper cover; includes descriptions ofparticipant roles, explanations of politi-

87

cal, economic, am military systems, useof forms ernp! in the simulation,and detailed appen.i., * t 1.40

Additional Materials: 350 Main DecisionForms, 250 Inter- Nation AgreementForms. 300 Exchange Records, 100Statement of Goals and Strategies, 300Official Advisory Forms, 150 ForceUtilization Forms

Total Package $64.80Additional Sets of Forms $28.00

Required or Suggested TimeThe developers note that the use of INS

requires three steps: orientation, operationof the simulation, and analysis of actions.Within this framework, considerable timeflexibility is possible. Two weeks prepara-tion of strategies by participants is sug-gested prior to conducting an all-day simula-tion. Ninety-minute time periods, corres-ponding to one calendar year, can be usedand extended over several days rather thanconducting the all-day simulation. Classperiods of 45 to 60 minutes, representingsix months, can also be used. Whether con-ducted in all-day session, 90-minute, or 45-minute periods, the total game playing timeshould be the equivalent of six calendaryears of simulated time. Debriefing can takeplace at the conclusion of each simulationactivity as well as during a general debrief-ing session at the completion of the entiregame. Final debriefing time can vary at thediscretion of the teacher and stuoents.Intended User C;AraCteristics

Students must have a reasonably thoroughunderstar.ding of the operation and back-ground of the simulation in order to par-ticipate effectively. In addition .o mastering

the contents of the 57 page Student Manual,students should he able to make somemathematical computations and work withstatistical tables to calculate the impact ofgame decisions. The simulation directormust he able to answer and resolve anyquestions regarding the game's operation. Abackground in international relations will bevaluable to the simulation director for ex-plaining INS and important characteristicsof the international system. Facilities shouldentitle participant' to conduct confidentialdiscussions and either a large room a

number a separate rooms should hr !-able for use.Rationale and General Objectives

This simulation is meant to he ananalytical tool for understanding the com-plexities of ,aternational relations. The de-velopers believe that it is important forstudents to gain an understanding of for-ignpolicy decision making and that INS makesthis study more manageable. They state thatparticipant attitudes toward internationalrelations 'end to he more exploit and ,essgeneralized after play of the game and thatparticipant motivation to learn more aboutforeign affairs is significantly increased.Participants gain an ..nderstanding of theimportance of rali 'ale information and ef-fective communications, improve their un-derstanding of the problems and goals ofother nations, and experience O..: difficultiesof balancing national requirements in do-mestic an1 foreign affairs.Content

Participants select or are assigned variousgovernment positions within a nation. Eithel.five, seven, or ten nations are used in play-ing INS. Participants have specific responsi-bilities as Head of State, Foreign PolicyAdvisor. Official Domestic Advisor, ForeignAffair., Diplomat, and Domestic OppositionLead . Their decisions create an extendedseries of cause and effect relationships asthey seek to achieve security. domination.cooperation, or internal growth for theirnations. Each simulated nation representsreal or fictitious nations of the past, resent,or future and interacts with other nationsin economic, political, or miliesiy ways Thedevelopers stress sevcal related conceptsfor participant considwation: sovereignty,international law. balr ace of power, alli-ances, causes of war. force strategies, propa-ganda, collective security, disarmament,

88

national interest. diplomacy. developingnation, nettere.lity. nonalignment, andnationalism.

ProceduresEach nation in the simulation is assigned

military economic, and political cbaractet-istics by the simulation director. The offi-cials of each nation, meeting as a NationalCouncil, determine whether to use theirbasic resources for prcauction of goods andservices and domestic satisfaction or to in-crease the force capability and e rengthenthe international position of their natiotDecisions made by each nation rre recordedon appropriate INS forms and submitted tothe simulation director and. when appropri-ate. to auected nations. Political allt.inces,trade or aid agreen.:nts, worid conferefices,and other arrangements can be advanced inefferts to improve national positions. Waroccurs when an attacking nation indicateson its decision form the amount of forcecapability it is committing toward the ef-fort. A negotiated settlement, a surrender,or a continued commitment of force capabil-ity results from the encounicr and hasinteraat:onal ramifications. Domestic "satis-raction" in each country is computeC bynationai officials while the level of satis-faction in foreign affairs is calculated bythe simulation director. Failure to achieve"satisfaction" can result in a "revolution"and the changing of national leadership. Aninternational Organization exists and func-tions according to the desires of the nations.A world newspaper is a seiurre of informa-tion and reports inter-nation activities. It isthe aim of the participant. to achieve ahigh degree of national consumption satis-faction and sufficient force capability togain security or dominatiorEvaluative Ca.mnents and Suggestions

INS portrays the complexities of itrelations in 4 way that enhances

participant analysis and understanding ofthe many variables of domestic and foreignaffairs. It is one of the oldest, most care-fully developed and refined simutationgames available. Thorough participar t anddirector preparation is essential. This s particularly true in overcoming the initial ,fiffi-culty of becoming accustomed to the fabbreviations used in ga-te play an forgaining some skill in imp.-menting stati.",:alinformation. Thai sessions and freg.tentdiscussion e Mghly recommend :d.

LIFE CAREER

Developer:

Publisher:


Subject Area:

Number of Players:

Sarane S. BoocockAcademic Games Associates, Inc,Johns Hopkins University


From publisher8-12

Human Relations2-20

Overview

Life Career was designed to familiarizestudents with the decision-m 'rig problemswhich are a part of adulthood. Game par-ticipants work with a profile of a fictitiousperson who must allot his time and activi-ties with respect to further education, jobtraining, family life, work, and leisure time.At various intervals in the game, playersexperience the consequences of their deci-sions in the form of satisfaction pointswhich reflect how successful they are inachieving the objectives they have planned.Life Career encourages students to appre-ciate the responsibilities and pressures ofadulthood and to make tational plans fortheir lives after leaving school.


Cardboard box. 12" x 18" x 21/2", con-tains the following:

Coordinator's Manual: 36 pp., 81/2" xII". stapled paper cover: includes ex-tensive 'sections on rationale, debriefing.essions. supplementary reading, andsuggestions for adapting the game tolocal community conditions

Student Manual: 16 pp., 81/2" x II",stapled paper cover: includes rules

Additional Materials: profile cards,school-job catalogue, spinner, scoringbooklet. record sheet, schedule sheet,applications for school and employment


The complete simulation game, includinga debriefing session, requires approximately

89

six hours: this can fluctuate depending uponthe participants' abilities and age levels. Theplaying sessions are flexible and can be ex-tended to any length. stopped at any time.and continued later. This simulation gameseems to work hest if played in two-hoursessions: this prevents student fatigue andallows for discussion and questions.

Intended User CharacteristicsA large amount of introductory reading

is necessary, although challenging for juniorhigh students. Some of the rules and direc-tions can be easily misir erpreted withoutthe guidance of the teacher. Although aconsiderable amount of mathematical cal-culation is required of players, the compu-tation of scores consists only of simpleaddition, subtraction, and multiplication.Physical arrangements require a large room,small tables, or a cluster of desks whichallow for teams to work together. Thescorer should be separated from the otherparticipants. A master scoreboard (black-board or large poster) should be providednear the scorer to record the team scores atthe conclusion of each round.

Rationale and General ObjectivesSince the authors believe that few stu-

dents have any real understanding of thesocietal pressures, career life-styles, andfamily responsibilities of the adult worldthey will face after leaving school. LifeCareer was developed to stimulate studentappreciation for "the meaningfulness andimmediacy of career planning" and to en-courage students to feel that "their own de-cisions and 'actions in the present will have

\

a real effect upon what happens to them inthe future."Content

In Life Career, each team or individual%%corks with a case history profile of a fictitious person. The simulation game is organ-ized into 15 decision rounds; each roundrepresents one year. During each decisionperiod, participants structure their person'sschedule of activities for a normal week anddivide time between school, study, leisuretime. and family responsibilities. Obviously,participants cannot participate in all thevarious activities with equal amounts oftime and energy: therefore, it is necessaryto choose the combination of activitieswhich will maximize their person's presentsatisfaction and provide for the best possiblelife in the future. When necessary decisionsarc made for that person, scores are com-puted. Scoring tables and spinners whichreflect National Consensus figures are usedto tabulate points; these figures are basedupon personal character, past achievements.and present efforts of each individual inrelation to the contemporary national situa-tion ;e.g., job market vs. person's profes-sional training). The team which accumu-lates the greatest number of points isdeclared the winner.Procedures

The game begins when participants or-ganize Into teams of two or three and re-ceive profile cards of a fictitious person whois presently in high school. The profiles de-scribe differing verbal, quantitative, andvocational abilities, past school achieve-ments, and family background. Scheduleforms, record sheets, and school-job cata-logues are also distributed and participantsmust use them to organize a weekly timesheet which represents a normal week's

schedule within that year. Players must ra-tionally choose future goals and presentstrategies le g.. hots to allocate time) whichbest reflect the personality and abilities oftheir fictitious person. For example, to be-come a doctor requires }cars of training,intellectual ability, and personal sacrifice interms of present wealth to achieve the finalgoal. After the round, scores are tabulatedbased upon contemporary National Con-sensus data and personal achievements. Ad-ditional rounds (15 years total) representthe person's growth through high school,college. and various occupations. The scor-ing table is constructed so that playersreceive the highest total score for accom-plishing a combination of activities whichbest reflect personal ability. Competitionis autonomous, and players will be penal-ized if they extend their fictitious personsbeyond their capabilities or fall short ofwhat they could reasonably achieve.

Evaluative Comments and SuggestionsThe simulation element adequately re-

flects the major adult problems involved inexploring, choosing, and taking responsibil-ity for career decisions. The gaming elementcan be further enhanced if students createtheir own personality profiles, writingtheir own school requirements and usingcommunity paper want ads to reflect re-gional job possibilities. Life Career wouldbe particularly useful for use by highschool counselors and parent educationgroups. Playing the game requires completestudent Involvement and reflects high in-terest Although there is no idle time inplaying the game, a considerable amount ofstudent energy is spent in makinE, mathe-matical computations. The reality factorcould be increased if boy and girl teamssimulating marriage were created.

90

LITTERBUG

Developer:

Publisher:

Publication Date:Availability:

Grade Level:


Urban Systems, Inc.

Urban Systems, Inc.1033 Massachusetts AvenueCambridge, Massachusetts 021181971

From Damon Education Company80 Wilson WayWestwood, Massachusetts 02090K-2

Ecology2.4

OverviewLitterbug is a board game for very yOung

children. ages 4 to 10. which is designedto teach about the problem of litter in acity. Students attempt to follow the "litter-bug" and pick up trash on the city streetsand sidewalks. Involvement in the process ofpicking up litter can lead students to askquestions about what litter is, why it is aproblem. and how they can help. Thesequestions are not built into the game. how-ever, and must be brought up by the teacheror answered by her if brought up by thestudents.

Materials and CostMaterials Package:Cardboard box, 181/2" x 91/2" x 13/4 ", con-

tains the following:Coordinator's Manual: 3 pp., 33/4" x 81/2"folded paper pamphlet: contains instruc-tions for conducting the game and for ashortened version

Additional Materials: one 173/4" x 1734"cardboard game board: spinner, colorcube with six colors, 4 litter barrels, papersquares representing trash


Four players can play the entire game inapproximately 30 minutes. If only two stu-dents are playing it might possibly takelonger. The game can actualy be terminatedany time each player has been around thehoard once

Intended User CharacteristicsThe developers of Litterbug indicate that

it can be played by children aged 4 to 10.However, teachers who have used it indi-cate that it is too simple for students abovethe second grade (age 7). No special teacher

91

training or equipment is necessary. Studentsdo not hale to read or even count asprogress around the board is determined by:nosing to spaces colored to correspond tocolors on the color dieRationale and General Objectives

Litterbug is designed to teach very youngchildren to pick up trash in order to keepstreets and sidewalks clean. The major gameobjective is to try to gather up the mosttrash 'from the city's streets and sidewalks.13) getting students involved in the game,it is hoped they will begin to understandthat everyone can help and should help iflittering is to be stopped.Content

Students learn about litter and the im-portance of picking it up from the streetsand sidewalks The game is not sophisti-cated enough to involve strategies for pre-venting littering or for knowing what litterconsists of.

ProceduresAll pieces of litter are placed in Cie

middle of the board. Each player has atrash barrel which serves as a mover. Herolls the color die and moves to the firstspace of correspondin, color. If litter ispictured on th- space, the player calls "Lit-terbug," picks up a piece of litter from thecenter. and puts it in his trash barrel. If helands on a space with a spinner pictured,he calls "Litterbug" and takes two pieces oftrash. He then spins the color spinner,moves to a corresponding color space, andproceeds according to the picture in thespace. Some spaces are blank, and if theplayer lands on a blank space he does nothing until his next turn The player with themost pieces of trash at the end of the gamewins.

Evaluative Comments and SuggestionsVery young children, ages 4 to 6. will

become invoked in playing the game and inlanding on squares curtaining litter. Thismy olyement should maintair a high levelof interest. However. important learningsuch as who produces litter, why peoplelitter. and how litter can he prevented arenot part of this game. The pictures repre-senting litter on the game hoard and on thesmall pieces of paper trash do not graph-ically picture real litter but are Just squigglylines I he teacher might want to add to therealism of the game by at least making

92

pictures of trash which represent thingsbanana peels. apple cores, gum w rappers.newspapers. and so forth. The game 'Nellw ill not teach anything about litter andthe problem it creates unless the teachermakes a point of discussing these things withthe students. Otherwise, players will 'merelyhe competing to see how many pieces ofpaper litter they can pick up. just as theymight compete to sec how many checkersthey can get from the other player. Reallearning about litter as an ecological prob-lem is not par, of the gam&

/

MARKET

Developer:

Publisher:

Publication Date:



Elementary Economics ProjectIndustrial Relations CenterUniversity of ChicagoBenefic Press10300 West Roosevelt RoadWestchester, Illinois 601531971

From publisher6-8

Economics

8-20

OverviewMarket was originally designed as an

integral part of the upper elementary ma-terials of the Elementary Economics Projectwhich was developed by the IndustrialRelations Center at the University of Chi-cago under the direction of William D.Rader. Market simulates everyday purchas-ing and selling of basic food products andhelps students understand the economicprinciples of supply and demand. Thisgame, which was originally designed as partof a 22-week program in the Rader mate-rials, is now offered separately as part of afour week unit referred to as "EconomicMan in the Market."


Plastic-covered cardboard box, 181/2" x121/4" x 33/4", contain:, the following:

Coordinator's Manual: 24 pp., 81/2" x11", stapled paper cover

Retailer Envelopes: 7 envelopes; eachenvelope serves one 2-student team andincludes rules for Market, rules for re-tailers, retailer order list, money

Consumer Envelopes: 13 envelopes; eachenvelope serves one 2-student team andincludes rules for Market, rules for con-sumers, Dinner Menu Sheer, shoppingboard, money

Additional Materials: 7 boxes of 30 foodcards, extra paper money, box of coins,30 consumer score sheets, 30 retailer or-der lists, 15 dinner menu sheets, 15retailer price lists

Total Package $54.00Coordinator's Manual:

56 pp., 81/2" x 11", paperbound;

93

includes economic background,Coordinator's Manual, annotatedbibliographies, free with classorder of material; purchased sepa-rately $ .96

Supplementary Student Manual:32 pp., 81/2" x 11 ", paperbound;Combined student text and workbook .48

Required or Suggested TimeThe unit "Economic Man in the Market,"

is designed for three weeks. The gameMarket Itself will require approximatelythree social studies classroom periods toplay the first time; the authors suggest itshould be played a second time, requiringtwo additional periods. Therefore, Marketwill require approximately one week of fivesocial studies classroom periods.

Intended User CharacteristicsParticipants should have some basic

knowledge of economics and should under-stand specific terms, i.e., supply, demand,and market, before attempting the game.Market requires a grea. amount of readingbut should not present comprehension diffi-culties for the average student. Arithmeticcomputation requires simple addition andsubtraction skills: To facilitate smooth gam-ing procedures and a minimum of partici-pant traffic and noise, a large room isnecessary;, desks should be paired andplaced around the perimeter of the class-room for the retailer teams. The consumergroups locate their chairs in the center ofthe room. The teacher assumes the role ofcoordinator and sometimes becomes a

wholesaler if Owe is an odd number ofparticipants.

RationaleThe purpose of the game is to illustrate

the economic principles of supply anddemand. The authors intend for the stu-dents to appreciate how informed, rationalplanning greatly increases the efficient utili-?anon of personal monetary resources.Content

Market simulates interchange activitiesbetween consumers and retailers at agrocery store. The retailer teams, whichpurchase Food Cards and rental space, mustachieve a profit by selling the cards at acompetitive price above the food cost. Theymust solve the problem of balancing theirdesire for high profits against the necessityto create competitive prices. The consumerteam must successfully purchase the FoodCards at the lowest possible price while fill-ing their Shopping Board of 30 spaces tocomplete the requirement for six dinnermeals.

ProceduresParticipants are divided into pairs to form

consumer and retailer teams. The room isarranged by situating the retailer teamdesks around the classroom perimeter andthe consumer teams in the center. A whole-saler team is determined, rules are read,materials are distributed, and Market begins.The planning period (10-30 minutes) startswith retailers paying rent ($1.00) andpurchasing one complete set of Food Cards($10.15) to complete their sale price lists.Simultaneously, the consumer teams plan

their meals, recording the prices they wishto pay for each Food Card. The marketperiods (10 minutes) provide the oppor-tunity for consumers' and retailers' ex-

--change of products and currency. The re-maining two periods follow the sameschedule and deadlines, with retailers fillingout their order lists of products which arepurchased from the wholesaler, and con-su ners planning the remainder of theirmeals. Winners are the retailer team whichhas made the greatest profit in selling FoodCards (wholesale prices vs. consumerprices) and the consumer team which haspurchased the required amount of food atthe lowest price. The teacher assumes therole of game coordinator and debriefer tofacilitate student conceptualization of theprinciples of supply and demand. Game playis preceded by readings and exercises in thestudent manual, and is followed by debrief-ing, discussions, exercises, and a role play.

94

Evaluative Comments and SuggestionsThe gaming element does not need to be

emphasized since students become activelyinvolved in the simulation and are notdeeply concerned with the concept of win-ning. The teacher should coordinate hissupervision of the simulation activities withhis planning of the debriefing session toinsure that the participants will understandthe relationships between the simulationactivities and the economic principles whichare basic to the simulation.

N,,

METROPOLITICS

Developer;

Publisher:


Subject Area:

Number of Players:

R. Garry Shirts

Simile II1150 Silvered°La Jolla, California 920371970

From publisher9.12 (7, 8) (Adults)Political Science and Urban Studies18.35

Overview"The purpose of this s;intilation is to

expose the participants in a vivid and inter-esting manner to the problems of the cityand some of the political solutions that havebeen proposed for these problems." Studentsrole play various members of an urbancommunity, Skelter City. "Through persua-sion and coalition formation they attemptto get one of four different forms of govern-ment adopted for the area," It is a relativelyshort simulation, designed to be played intwo hours, and is intended for use withmature wnior high school students, highschool students, and adults.

Materials and CostMaterials Package:Cardboard box. 12" x 9" x 61/2", contains

the following:Coordinator's Manual: 18 pp.. 41/4" x 6",

stapled paper cover: includes overview,instructions for the simulation, and re-prints of the six propositions

Student Manual: 22 pp.. 51/2" x 81/2",stapled paper cover: includes backgroundinformation, rules and procedures, re-prints of the six prouositions and mapsof Skelter County; 35 per package

Additional Materials. 35 role de.scriptioncards. 35 pressure group cards. 35 enve-lopes for cards and voting chips, 1

package of chips, and 6 sacks to be usedas ballot boxes

Total Package $25.00Sample Set $ 3.00

Required or Suggested TimeThese materials were designed as a class

activity lasting approximately two hoursAn additional class period should be pro-vided for debriefing the experience anddiscussing the implications of Meiropobiicsin real life.

95

Intended User CharacteristicsSimile II recommends this game he used

with "mature" Junior high school students,high 'school students, or adults. No specialskills are required beyond the ability toread role cards. It would. however, he help-ful for students to have some prior knowl-edge of the mechanics of local governmentlegislatise procedures. The Coordinator'sNlantial states that the teacher need not hean "expert" in urban affairs to use the game.However, some readings are recommendedto provide background for acting as a re-source person. Aside from this. preparationtakes less than half an hour. The roomshould be large enough to facilitate groupmeetings. The guide recommends the roomcontain "a chalkboard, and a few desks andchairs around the edge ,. .. to allow peopleto write, study. and meet in small groups."Rationale and General Objectives

Ilfeilopoliiics uas designed to allow stu-dents to gain insight into urban problemsand to explore some possible ways of solv-ing some of these problems through politicalmeans. The game is intended "to introducegroups to the opportunities and problemsassociated with various types of govern-ments found in metropolitan areas " While

the main emphasis is, on the cognitive as-pects of urban problems. students are giventhe opportunity to interact with each otherand to organize along lines of commoninterest. The game should help them beginto see the importance of coalition forma-tion. as well as to develop skill in criticalexamination of proposed political measures.

ContentThe participants in Mciropoliiics are

asked to "weigh the strengths and weak-nesses" of six propositions which have beenproposed for a referendum in Skelter City.

A

The students may form into pressure groupsbased on their assigned roles in order topromote or defeat these propositions. Theynegotiate and Sete on the propositions andtry to come up with a single propositionacceptable to the majority Through theirstudy of the proposals. their interaction.and discussions following the simulation.participants quickly become familiar withfour prototypes of metropolitan govern-ment: the No-level approach, the single-county approach. the special district ap-proach. and the neighborhood approach.Procedures

Before the simulation begins, the teachermust arrange the room for smell groupwork, tack up the "ballot box sacks" in an

:lea where participants can vote secretly,and prepare the role envelopes and votingchip% The participants read their instructionbooklet , choose an envelope containing arole and voting chips, and acquaint them-selves wtih their specific situations. Thenumbers of voting chips attached to eachrole distinguishes among community mem-bers of varying degrees of influence. Theteacher asks if any of the participants hasthe intention of forming a pressure group.Students are encouraged to state their posi-tion in the community, their intentions, andtheir feelings about each proposition. Thisprocedure allows participants to locate andidentify potential allies. Students next beginto form pressure groups through informaldiscussions. When at least three people Joinand declare their intentions of forming apressure group, each member receives addi-tional chips, signifying the additional influ-ence acquired by joining with others of

96

similar Interests Ness groups may he formedat any time. and old ones ma N break up.After approximately Nenty minittes. pres-sure groups are asked to make public state-ments in fasor of or opposed to each of thepropositions. An additional five minutes isallossed for final alignment of pressor(group membership. The first referendum iscalled for by having students put their chipsin the "kllot box" of their choice Theproposition recek ing the most votes is puton the final referendum. In preparing forthe final referendum, the procedure forforming new pressure groups is repeated.Students then vote for or against the finalproposition and the results are announced.

the debriefing session. the teacher pro-vides elarification, direction, and summation.Questions for stimulating student discus-sion about the simulation and about com-parisons of the simulation with the "realuorld" are suggested in the Coordinator'sManual.Evaluative Comments and Suggestions

I his simulation technique appears to beapplicable throughout grades 7-12. Thepropositions could he modified in order tomore adequately reflect the interests andreading level of younger students. AlthoughMetropolities "emphasizes content ratherthan process.' the procedures could be usedto study problems found in any type of or-ganvation governed by a representativedemocracy. Through the relatively simpledevice of allotting influence chips differen-tially, the unequal distribution of powerssithin the community is reflected, and away of increasing individual power (chips)by cooperating with others is provided.

MULBERRY

Developers:

Publisher:


Subject Area:

Number of Players:

Dorothy Dodge and Jimmie PowellMacalester College

Paul S. Amidon and Associates, Inc.5408 Chicago Avenue SouthMinneapolis, MinnesOta 554171970


Political Science and Urban Problems25-35

OverviewMulberry is a simulation designed to

provide insight Into the problems faced bycommunities with urban renewal programs.Participants attempt "to d 1 politicalsolution that can combine )f federalmonies. local governmen mg, andprivate development, but meet theneeds and insure the rights of citizens ad-versely affected by the project." In order torole play private citizens and city officials,the developers provide character sketches.socio-economic data, and positions on issuesfor the participants. Also included are Sec-tor Manuals outlining organizational objec-lives for groups such as the City Council.Downtown Real Estate Association, etc. Asin real life, it is possible for players tobelong to more than one organization. Al-though designed for senior high and juniorcollege students, the simulation could easilybe adapted for use by adults .interested incommunity planning,, No Coordinator'sManual is available.

Materials and CostMaterials Package: I

Leatherette briefcase," 10" x 16" x 2",coptainsihe following:

Student Manual: 18 pp.. 51/2" x 81/2",smralbound paper cover: includes generalobjectives, a brief history of urban re-Aewal programs. description of roles,rules, tok)ng procedures and activities,and a rof Mulberry: 35 per package

Si ctor Manuals: 81/2" x II". stapled papero4r; each gives necessary data about

of seven community agenciesMaterials: 27 biographical'

sa itrpents providing character sketches:olv 81/2" x II" pad of Socio - Economic

tus report forms7 P., it P.,Lkage $50.00

97

Required or Suggested TimeAlthough these materials were designed

for three to five class sessions. their usecould be expanded by encouraging moreintergroup negotiation. w' .oc group forma-tion. etc. Because of h subject mat-ter. the debriefing sessic aid conceivablytake several class periods.Intendol User Characteristics

Some participant background in urbanpolitics, community organization, and urbangovernment would he helpful. but is notessential. Participants need enough readingability to understand their roles and theinformation provided in the Sector Manuals.Only basic mathematical skills are neces-.nary. The teacher should be .fainiliar withhe history of urban. renewal programs,

basic terminology,, and laws. No specialequipment is necessary, although a largeplaying area to accommodate simultaneousgroup meetings is desirable. -

Rationale and General ObjectivetMulberry was designed to give urban,

riburban, and rural students insights intothe complexities of urban renewal programs.All Amidon games are predicated upon abelief that simulations can enhance the totallearning environment, By role-playing mem-bers of the community in the real-lifesituation cf planning urban improvements,students should pair an understanding ofthe process of political change. The'develop-ers provide for cognitive gain by malndingbasic social sejence concepts from the disci-plines of economics, history, political sci-ence, and sociolOgy 'Group interaction willpromote the acquisition of skills in com-munciatton and problem-solving.Content

A fictional midwestern city called Green-briar has problems which are typical of

most huge cities urban decay. decliningreyenue. increased crime rates. unemploy-ment. and greater demand for public serv-ices. the mayor of Greenbruir. who cam-paigned for reelection on the issue of urbanrenewal. is seeking to develop a "WorkableProgram" for the neighborhood of Mul-berry. He is assisted in this effort by afederally financed administrati.e agency.the Mulberry Community Development Au-thority MCDA 1. Throughout the game.City Council members, professionals fromthe MCDA, members of the DowntownReal Fstate Association, represertativesfrom private industry, residents of Mulberry,and citizens of Greenbriar seek to maxi -mile their own individual interests and thoseof the interest groups to which they belong.Indisidttal participants can increase theirscores according to such factors as politicaleffecuseness, style, sense of citizen duty,extent of activity, and increase in nersonalyyealth. They also gain points when theinterest croup to which they belong iseffective in reaching its goals, maintainspopular support. or is responsive to com-munity needs.Procedures

After the various roles are assigned tostudents. opportunity should be provided tostudy background information and rolecharacteristics. They should consider thestands they will take on issues and beginto develop arguments to support their pro-posals. Following this preliminary examina-tion of materials. 15 minutes is allowed for

the agencies and sectors to assign tasks. Onespokesman lot each sector must present anoutline of the group's proposal to a townmeeting called by the mayor. Anyone whowishes to speak at the toys n meeting may doso. although most vicyss are presentedthrough a spokesman. Following the townmeeting "the scheduling of all other activi-ties is up to the participants. The City Coun-cil is requi:e o hold one meeting eachperiod. A period is one hour and is equalto three month. of real time. The MulberryC ommunity. Development Association is re-quired to hold a public hearing every twoperiods Numerous activities arc pros idcdfor participants: the objective is to developa uorkahle urban renewal program. Thecoordinator serves as Representative of theFederal Government and is expected to"11 clarify the requirements or the work-able program. 2) listen to complaints fromcitizens about the project: 3) decidewhether the money shall he alloc :.ted fotthe elan finally approved by the part cipantsin ,tfullierr."Evaluative Comments and Suggestions

Mulberry is a brief, concise simulationdesigned for a week's study of urban re-newal. If the guidelines are followed, theparticipants should become involved in ameaningful learning experience. The absenceof a specific teacher's guide should nothandicap the teacher as plentiful directknsa :e provided in the other game components.Modifications could also be developed inorder to use local community resources.

cr

NAPOLI

Developer:

Publisher:



Western Behavioral Sciences InstituteSimile II1150 Silvered°La Jolla, California 920371U69

From publisher7.12 (13-14)


OverviewNAPOLI (NAtional POLItics) is a s:mu-

lation panic in which students act as mem-bers of a legislature. Each participantbelongs to one of two political parties andrepresents one of the eight states whichmake up the simulated nation. NAPOLIwas designed to illustrate legislative pro-cesses and personal/political problems in-herent in a representative democracy. Eachparticipant tries to assure himself of re,election. The passage or defeat of variousbills determines whether or not one is re-elected. NAPOLI concludes when all billshave been acted upon. and the electionresults arc calculated.

Materials and CostCoordinator's Manual: 15 pp., 41/2" x 6",stapled paper cover: includes a ra onalefor using simulations, backgroun infor-mation, suggestions for pre-game prepara-tions, directions for conducting the simulation, debriefing ideas, suggestions formodifying the game, and list of suppliesand equipment needed

Student Manua: 16 pp.. 51/2" x 81/2"; con-tains a map of Napoli, backgroundinformation for participants, instructionsfor playing and scoring, descriptions ofthe parties, sample Legislator's RecordForm, and descriptions of the 11 bills

Additional Materials: instructions for theSpeaker of the House, instructions forN4POLI Calculator, Legislator's RecordForm and Poll Results for each state,Election Results Forms

Total PackageClassroom set for 25 students $35.00Classroom set for 35 students $50.00Extra set of consumable materials $ 2.50Sample set of the simulation $ 3.00

Required or Suggested TimeThe developers suggest NAPOLI can be

99

played in one session of approximately threehours, but it can easily and profitably beplayed in several shorter sessions. The totalplaying time can also be expanded or short-ened if necessary.

Intended User CharacteristicsNAPOLI was designed for junior and

senior hirh school students. The studentmanual requires at least 7th grade readingskills and some knowledge of legislativeprocesses. The calculator's role requires theability to make sin-ple computations.NAPOLI can also be used with collegestudents. At senior high and college level,students can be encouraged to write theirown bills for consideration by the legis-lature.

Rationale and General ObjectivesNAPOLI was developed to provide insight

into the legislative processes in a represen-tative democraci. It was not designed torepresent the exact procedure of eitherhouse of the United States Congress, but tohelp students understand the problems in-herent in a system of representative democ-racy. Students stnultl learn that a represen-tative's role is very complex: he is con-stantly faced with the possibility of notbeing reelected if iue sponsors legislationwhich is unpopular with his constituency.Participants shoulu also learn that log-rolling, the practice of making mutuallybeneficial arrangements with other legisla-tors, is an essential ingredient in the legisla-tive process. NAPOLI is intended to helpstudents experience the "rough reality of'give and take' politics and develop anawareness of the basic issues facing ournation."

ContentNapoli is a simulated nation composed

of eight states Garu, Aira, Coro, Efra,Rahn, Inda. Hela, and Dan::. The action of

4

thc game takes 'place in thc national legisla-ture. where representatives of thc eightstates, who arc also members of thc twopolitical parties--the Napoli ConservativeParty (NCP) or thc Napoli Liberal Party(NI.P1negotiate, debate, and vote on thefate of 11 hills. Topics 'of the 11 hills in-clude thc national debt. voting age;the elec-toral college, peert),. U.N. membership,civil defense, oil depletion allowance. pol-lution, urban renewal. geological survey,and thc space program. Each legislator mustserve both the interests of his pasty and ofhis constituency to assure his reelection.As in real life, the interests of the twogroups are not always r. utually supportive.Most legislators find it essential to solicitsupport from representa ivesof the opposi-tion party :rod from legstators representingother states. In order to get this support,they must often agree to support bills withwhich they. or their party, or their con-stituents do not agree.Procedures

The coordinator briefly explains the ob-jectives of NAPOLI, followed by a ten- tothirty-minute period for students to readthe student manual. Roles are either as-signed by the coordinator or selected bystudents. One studznt acts as the Calculator,one student may act as the Director of thegame if the teacher so opts, and the re-mainder of the class assume the legislators'roles. Legislators are divided among thestates as evenly as possible: the party splitshould he about 55%/45%, to reflect atypical majority/Minority split in legisla-tures. After party affiliations are workedout: the majority party selects the Speakerof the House, who must study his instruc-tions thoroughly before ary significant po-litical activity takes place. Party and statecaucuses take place during which the repre-sentatives make initial decisions about billsthey wish to support. The first legislative

A

session follows, and deb. ,es on the varioushills take place. Party caucuses. state cau-cuses. and legislative sessie,,s are repeateduntil all 11 bills are ether enacted into lawor defeated. At the conclusion of the finallegislative session, each legislator is informed by the Caleulator of his chances forreelection.

The Coordinator's Manual stresses theimportance of the debriefing which followsplay---"often the most intense involvementoccurs after the play, when participantsdiscus; the strategics which they followed.their perceptions of the events in the simu-lation, etc." and suggests some topics tohighlight in the debriefing Numerous sug-gestions are given in the Coordinator'sManual for modifying NAPOLI to fit thepecial needs of the participants.Evaluative Comments and Suggestions

NAPOLI can he a profitable educationalexperience for participants. but the level ofunderstanding will depend 'upon the debrief-ing session. It is suggested that the teacher .

tale note of political maneuvers and agree-me s throughout the activity, and formu-late questions prior to the conclusion of thefinal legislative session. If NAPOLI is usedwith senior high or college tudents. theteacher can easily modify the game to in-ert: use its realism. Students can write theirown hills, legislative committees can beformed, or the entire activity can beadapted to particular periods in U.S. his-tory. Using NAPOLI more than one timecan be worthwhile. First conduct it in itspublished form, analyze it, and then adtoit according to one of the ' k sve suggestions.Students who participate in NAPOLI couldpossibly become upset over the fact thatlog-roiling and deals take place in politicalinstitutions. Teachers should not attempt tohide sa'h insights, but should help studentsunderstand that compromise is an essentialingredient in representative denuracy.

100

NEW TOWN

Developer

Publisher

Putaie;atifon Oat/Avrtitstuilt)Grade LevelSubject ArtNumber of Players

Barry R Lawson

Harwell AssociatesDos 95Dover, New Jersey 07961

1971

From publisher,12 (Adults)

Environmental Edu:ation, Political Science, Urban Studies4 10

ve ?viewr,f,fs nth b, Paw. R 1 awcon

,rt !Ye." fo, vt.ic,,,ton,t1 businessrucn And"Mr/t:+nt'l ri fnr,cr. Nei" has been

rd no ioatils te'red exercisesuvoclite students ct different :sees.

snd Up to fourr, err,, or placers ;-z,r- ha,e land build fac-tOi ..ad s'.1.3tty sore en parks,

arc! service,- .and expert,:ruct ispes:t- of finiri.:1,1 so.:cess environ-,Kry pror,ertis mmucipal growth

consider to what extentrte, cd,npete :or personal fortune and

cooperativelv to ,:rate a clean well.cormrmoits

',totals's and Costocsiat- Packat-x:

irdho.ird 'sox r contains'tic r,ificiwingt.ordinatot - 22 pp .II 1,00.1 paper :over nclude obicc.-1-.es orpsnitition various levels oftr,t rzarrie sind se.cgested discussion

N.id;r, 'vtatctials ! cardboard gamelk" x 1St': i r tit.' of dice 5 -'et,colored building markers, padand acte.itv sheet. and money

P. Lige $1600ROQuirVd or Suggested Time

%- can be played sn ...rt to tourt'' ,5eixodini: on which o: tne Fier leads

ch,-seri 'Ube ears,: exercises are: t _ncsirai.e the ttacher

; ;""1` " 1Jir: ; e ,:erne to theirt 14kpro.:1J and personal

intended User CharacteristicsI -c 1;.rre rs ..ttisoured to be played at

Jeleren, icvei of ,.or plexitv C ompu

t .:ran skills are required for bidding onI drierraming investment possibilities.ant? c.ilculatmg penalties and bonuses. Thegame can be played in a traditional class-r)0,:1 with a large table. The teacher's roleconsists of explaining the ru:es. leadingdi-cussions. and possibly being Town Clerk.\o previous background in urban studies Jrenvironmental education for students orteachers is necessary. Develop.!rs suggestthat gitaips of greater than ten participantsskill's: be separated to play independentgames of Vete Town.

Rationale and General ObjectivesThe developers state that the game was

Geveloped to introduce "students to thecommunity around them and'how man andhis technology relate to that world." NewTon,: primarily' en:ourages students to con-sider two aspects of urban growth: 1)private enterprise. and 2) environmentalquality. they must also inquire to whatextent those aspects are in conflict. Onemoor intended outcome assumed by theauthors is to show students that qualitycommunity growth is dependent on the co-operation of its ctizens

Contentet,. Town simulates community develop-

ment as students assume the roles of busi-nessracn, municipal leaders, and citizenswho ere concerned with earning profits aswell as maintaining environmental quality.Players competitively hid for land: hold; twr council meetings. vote on new publicfacilities. develop industry and housing: andreact to ens ironmental problems and gov-ernment anti po8lution measures. The lowerreset p, sines show players why homes,factories, and businesses are located in

101

certain areas of a community. More com-plex levels of the game introduce the rolesof a town council and a planner. Thesenew roles provide means for greater citizencontrol over urban development and greaterpossibilities for long term rational planning.The developers of New Town encourage theinstructor to stop the game periodically anddiscuss how the game is progressing. Dis-cussion questions provided in the Co-ordinator's Manual encourage students toconsider the complexity of municipal gov-ernment/local business interrelationships asviable political mechanisms for nnolvingconflicting interests while rationally extend-ing community growth.Procedures

Players assume the roles of businessmen.town clerk, town councilmen, and townplanners. The town clerk distributes 515,000to each businessman who then by secretballot bids on property. The game consistsof six rounds; each round follows the samegeneral format. Each player rolls the dicefive times during each round, having theopportunity to buy, rent, and developproperty as designated by the throw of dice.Certain other dice numbers represent specialincidents, such as government anti-poliuticnpenalties, natural calamities, and businessbonuses. Before rounds two, four, and six, atown meeting is held prior to bidding forland in order to discuss and vote on com-munity projects such as schools, hospitals,

102

and sewage treatment plants. The buildingof public facilities increases chances forbonus points and avoids penalties. However.payment for public facilities conies fromindWidual -.participants who will have lessmoney to develop individual property.Players accumulate points based on landvalues, building assets, bonus points (forenvironmental quality), minus whateverpenalties they accrue. The winner is theplayer or team who has accumulated themost points. The exercises suggested in theCoordinator's Manual allow for adaptingthe game to different uses and ability levels.For instance, more sophisticated studentscan start in the third round with some prop-erty previously distributed and developedand with the addition of a town plannerwho. exercises power in game decisions.

Evaluative Comments and SuggestionsThe game has been used successfully with

a wide range of students throughout theUnited States and Canada. One major crit-icism for use with younger players is thatthere is t.%)o much bookwork involved, bothin bidding for land and town council ballot-ing on public issues. This game is good forboth teachers and students who have nothad previous experience with simulation.primarily because the game proceeds froman easily mastered format at level one toprogressively more complex formats in thelevels which follow.

PEACE

Developer:

Publisher:


Subject Area

Arthur Peterson

Interact CompanyP. 0. Box 262Lakeside, California 920401972

From publisher7-12 (13-14)

American History and International RelationsNumber of Players: 18-35

OverviewPeace was developed and modified, based,

on classroom use, by in experienced teach-er. Arthur Peterson. it is a four-week siu-lation activity "desigoel to in -ike highschool students in events and deosions sur-rounding World War I." There are twophases to this simulation of the war-peaceissues of the Wilsonian Era. In the first.students role play five historical politicalfactions which took differing positions onthe events leading to America's entry intothe war, attempted to influence PresidentWilson during the war, and attempted toinfluence the rnvernment and the publicduring the Versailles Peace Conference. Inthe second phase. the "students becomeUnited States Senators ... [who] deliberateand debate the elements of the VersaillesPeace Treaty." Through the simulation, stu-dents gain an understanding of presentUnited States foreign policy decisions, ofinfluences operating on the decision-makingprocess. and of world-wide effects of U. S.foreign policy decisions.

Materials and CostMaterials Package:One 81/2" x 11" booklet with removable

plastic binding: book't.t. is designed as aguide for the teacher to use in producingthe game materials: each page may be re-moved individually and duplicated forclassroom use: booklet contains the fol-lowing:

Coordinator's Manual: 42 pp., includes ra-tionale, set-up directions, Unit Time Chart,annotated bibliography, objectives andoverview, daily lesson plans, and reproduc-ible masters for the following student ma-terials:Understanding the Factions, Why I AmA(n) Outline. Score Sheet. Origins ofWorld War I, map of Europe in 1914. Map

Exerc'se Key and Directions. Model forAppeal to Wilson. Depth Options. Interna-tional Crisis: What C::n a President Do?Making Decisions. International Incidents.Opinion Grams. Guide to Fallacious Ar-guments. Should Wilson Go to Versailles?,Peace Conference Instructions. Wire Serv-ice Headlines. Faction Fallacies. FallacyIdentification Form, Opinion Survey. Scor-ing, the Opinion Survey. Senate Factions,Facts and Factions. 5 Strategy Sheets,What Do You Know About World War 1,5 Opinions

Student Mari al: 1 p.; contains explanationof activities, escription of the originalfactions. and bac ound information: 35per package

Total Package (One Book $10.00

Required or Suggested TimeThe developer provides a Unit',Time

Chart outlining a four-week (20 50-minuteclass periods) schedule of activities. SUg-gestions are made for both expansion andcontraction of the simulation. and the de-veloper encourages adaptation to the par-ticular needs and Interests of the students.

Intended User CharacteristicsSince Peace was designed with a broad

age-range of students in mind, the teachermay have to modify the suggested proce-dures and materials to mesh with students'abilities, interests, and background knowl-edge. No special background in U. S. for-eign policy and history is required for theteacher at the junior high level: however,teacher background becomes increasinglyvital to the learning experience as the so-phistication of the students increases throughhigh school and into college, The use of ahistory textbook as a supplement to thegame is assumed: and the use of supple-mentary books. films. filmstrips, and pri-mary historical sources is strongly suggested.

103

\

The school or district library or resourcecenter should he involved in the planningand implementation of the simulation. Theroom in which the game is played shouldhave enough space for students to moveabout and for the five factions to have meet-ing areas Teacher preparation before thegame involves reproduction of numerousstudent materials.Rationale and General Objectives

Peace attempts to provide students withan historical perspective on the complexitiesof international relations today and the in-fluence of the United States on decisionsmade in the world arena. The Coordinator'sManual lists 14 knowledge, skill, and attiaide objectives of the simulation. Includedare such student experiences as developingknowledge of the European origins of theuar and of the issues raised during thepeace conference: developing skill in recog-nizing and raising questions about state-ments of opinion and in recognizing thatfacts can he interpreted in more than oneway: and developing attitudes of "respectfor the complexity of motivations of var-ious men and countries in their relationswith foreign countries" and "awareness thatcompromise is a necessary feature of theAmerican political system."Content

The historical setting of Peace is theperiod 1914-1919. from the time prior toU. S. entry into World War I through thecongressional debates over the ratificationof the Versailles Treaty. The students joinone of five factionsIdealists, Realists,Anglophiles, Francophiles. and Germano-philesand attempt to influence govern-mental action and the public through var-ious means. Following the signing of thepeace treaty, students take roles as "U. S.Senators of various political persuasions"Wilsonians, Strong Reservationists, Irrecon-cilables, Mild Reservationists. and Loyalistsand deliberate over the Versailles Treaty.Procedures

Peace is a month-long instructional unittied together by the progressive develop-ment of the simulation. A variety of learn-

ing activities, supported by numerous stu-dent materials. are incorporated into theoverall format of the simulation. The de-velopment of the game occurs in twophases. The first. covering the period from1914 to 1919 through the signing of thepeace, lasts from Day 1 through Day 15.The second phase. Day 15 to Day 18. dealsv ith the Senate debate over ratification ofthe Versailles Treaty. Days 19 and 20are devoted to debriefing and evaluation.'I his includes discussion of the content ofthe game and discussion or writing of stu-dent opinions about the usefulness of thesimulation technique in learning about theWorld War I period. Scoring of individualsand groups is accomplished through theaward of IPS (Individual Points) and FPS(Faction Points) for accomplishment ofvarious assignments. At the end of thegame. the winning factions are determinedby totaling the FI'S accumulated; the teach-er may use the scores on individual assign-ments for determining individuals' grades.The Coordinators Manual gives detailed,step-by-step instructions for carrying outactivities on each of the 20 class daysinvolved. As indicated by the developer.activities can he compressed, eliminated, orexpanded as befits the needs and interest ofthe particular group of players.

Evaluative Comments and SuggestionsPeacesis a well organized and effectively

designed simulation dealing with Americanfoieign policy decision-making in the WorldWar I era. However, the depth of the stu-dent learning experience is in direct propor-tion to the depth and breadth of the supple-mentary materials and media made availablefor student research. This assumes thatmore than just a history textbook is avail-able and that there is time available -forstudents to use the materials. A consider-able amount of reading is necessary, al-though it can he adjusted to the age andability levels of the participants The gameis complex and rather long, aspects whichmight create problems for teachers whotend to be disorganized or have restlessclasses.

104

PEOPLE IN ACTION

Developers:

Publisher:


Subject Area:

Number of Players:

'Fannie Shaftel and George ShaftelHolt, Rinehart and Winston, Inc.383 Madison AvenueNew York, New York 10017

1970

From publisher1-3 (4)

Human Relations and Social Problems3-36

OverviewDeveloped by Fannie and George Shaftel,

People in Action is based on their years ofwork in use of role-playing for instructionalpurposes, primarily with young people. Stu-dents look at large mounted photographsand are then led through discussion to anunderstanding of the concepts and problemsillustrated by the photos. The materials in-crease in sophistication as they progressfrom levels A through F Through skillfulquestioning and clarification by the teacherand role-play:ng activities and discussion bythe students. children using these materialsdevelop their skills in communication andacquire greater understanding of what con-stitutes responsible social action.Materials and CostCoordinator's Manual:

People in Action: l evel A. By Fannie andGeorgd Shaftel. 36 pp 71/4" x 9",stapled paper cover: includes explanationof role-play theory, instructions for useof the materials, and detailed proceduresfor individual role-play lessons

People in Action Levels B, C, D. E. ByFannie and George Shaftel. 63 pp., 75 :s"x 9", stapled paper cover; includes ex-planation of role-play theory, instruc-tions for use of the materials, and de-tailed procedures for individual role-playlessons

Additional Materials:5 sets of spiral-hound photographs mount-ed on heady cardboard: one set for eachof levels A, B. C. D, and E. each set is171/2." x 231/2". Level k contains 12Photo-Problems and the other levelseach contain 8 Photo-Problems

Total Package $50. '!0Levels PurchasedSeparately ach $10.5.

105

Required or Suggested TimeNo specific suggestions are made for

length of time necessary to use these mate-rials Thirty minutes of classroom timecould easily be devoted to each of thePhoto-Problems, preferably interspersed atvarious times throughout the ye,.-, or spreadover se..,_ral years of social studies instruc-tion, so that students can continually in-crease and reinforce their skills in com-munication and problems analysisIntended User Characteristics

These materials may be used with studentsof wide ranging ability levels and ethnicbackgrounds The problems and conceptsupon which the materials focus becomeincreasingly sophisticated in the progressionfrom levels A through E. Teachers need noprior training: the Coordinator's Manualsare explicit and helpful. Teachers should,however, be sensitive to the spontaneousand varied responses children may make asthey attempt to understand and role-playsituations that not only portray values con-flicts in others but in themselves. Althoughsimple in concept, role-playing can producecomplex, emotional experiences for bothteachers and students; therefore the teachershould use role-playing with thoughtfulnessand sensitivity.Rationale and General Objectives

These materials are based on the devel-opers' belief that young people can learn tocommunicate more effectively by examiningproblems and issues which are relevant tothem through the use of role-play and dis-cussion activities, designed as instructionalexperiences. Understanding and communica-tion of socially relevant problems is not,,nrrigh, however. The developers further:rd: asize the usefulness of role-play as a

device which encourages the examination of

the consquences of social action, therebyfacilitating more responsible action on thepart of students when they encounter sim.larproblems in the "real world." These prob-lem-centered and concept-centered role-playand discussion materials, designed to besuitable for use by students with a widerange of ability levels and interests, are thusaimed at improving students communica-tion and analysis skills, helping students gain

,experience in attempting to solve "people"kinds of problems, and helping them in-ternalize their experiences so that they canhe more effective m understant ng situationsand resolving problems which may arise intheir own livesContent

According to the developers, the Peoplein Action photographs are divided into"those photographs that present concepts tobe discussed and those that present a prob-lem to be resolved." although significantconcepts underlie each of the photos Someof the situations illustrated for discussionand/or role -play involve a child's conflict inbuying shoes when she and her mother dis-agree about what she should get, an oldersister getting a new dress when a youngerchild does not, a Japanese mother cookinga meal native to Japan for a small group ofyoungsters of varied backgrounds, and twosmall boys seeing a fire and having oppor-tunities to do something about it. All of thephotographs present ideas or problemswhich are of interest to elementary-gradechildrenProcedures

Each Coordinator's Manual outlines twosets of procedures for use of these materialsone for role-playing problem situationsand one for discussion of issues or prob-lems. The following sequence of steps forrole-playing are listed, basically as they ap-pear in both Coordinator's Manuals:1) warm-up, in which the teacher preparesthe students for the activity; 2) presentationof the photograph; 3) eliciting of studentreactions to and discussion about the photo-graph; 4) guidance and invitation to role-play; 5) student role-play; 6) discussion ofpossible solutions to the role-played situa-

106

Lion. 7)role-play of a possible solution.8) discussion of the role-played solution:9) further role-play. and 10) final discus-sion of consequences of actions taken toresolve the problem.

Procedures for discussion of a photographdiffer, notably in that they do not involvestudent enactment of the situations illus-trated. The Coordinator's Manuals explainthe discussion techniques involved: 1) recallof experiences; 2) expansion or translationof the experience; 3) interpretation: 4) iden-tification of main ideas: 5) analysis andsynthesis; and 6) evaluation of the ideasdiscussed and problems posed. It is the in-tent of the developers to guide studentsthrough progressively higher-order levels ofthinking and conceptualization by structur-ing discussion questions and responses ac-cording to the series of steps I:sted above.

Evaluative Comments and SuggestionsUse of People in Action can he an imag-

inative and significant contribution to theschool experiences of young people in earlyelementary grades. The developers of thesematerials have done considerable work overa number of years to prepare these materialsfor use as bases for effective instructionalexperiences. If used appropriately, they canfacilitate children's understanding of com-plex personal and social problems and makepossible the translation of this understandinginto responsible social action. Since thematerials are designed to pose progressivelymore complex problems from Levels Athrough E, they can be used with both awide range of student age groups and abili-ties within a single grade level, and alsoacross grade levels or in non-graded situa-tions. The Coordinator's Manuals are well-written and helpful, even to the teacher withno previous experience in use of role-playand discussion techniques as instructionalstrategies.

ReferencesShaftel, Fannie, and George Shaftel.Role-Playing for Social Values- Decision-Making in the Social Studies. EnglewoodCliffs, N.J.: Prentice-Hall, Inc., 1967. 431PP.

POLLUTION: NEGOTIATING A CLEAN ENVIRONMENT

Developer:

Publisher:

Publication Date:


Subject Area:

Number of Players:

Paul Twelker

Instructional Development Corporation7708 O'Neill Road NorthSalem, Oregon 97305

1971


Ecology and Sociology4-32

OverviewPollution Negotiating a Clean Environ-

ment is a flexible and easily-played game.It was developed by Paul Twelker and isa game concerned Ptimaril} with prohtemsof developing a cleaner environment Foursocietal forces are reflected in the gamerolesBusiness and Industry, Citizens,Conservationists, and State Government.Each force negotiates to work out a com-promise between his concern for the en-vironmental quality of life and his achieve-ment of personal and corporate goals. Thisgame is useful in courses that focus onsocietal implications of environmental prob-lems. and can he played by junior high,senior high, and adult students.Materials and CostMaterials Package:

Cardboard box. 113/4" x 81/2" x 3/4",contains the following:

Coordinator's Manual: 15 pp., 51/2" x81/2", stapled paper cover: includes ra-tionale, objectives, instructions for gamepreparation. briefing, action, and debrief-ing, suggestions for variations, andfollow-up activities

Additional Materials: 4 sets of player rolecards, 30 issue and opinion poll cards,4 sets of voting symbols, 4 sets of scor-ing charts, 4 sets of scoring markers, 4overhead transparencies used in briefingparticipants on their roles


This game can be played in one classperiod: however, it is easily adaptable andcan be stopped and started in a variety ofsettings. Each round of the game takesabout five minutes to play. If the game is

played in one class period of about 40 min-utes, a second period is usually needed toconduct the debriefing session. Paul Twelker,in the Coordinator's Manual, suggests ,thatthe game ..in be used effectively severaltimes in the course of a two- or three-weekunit of study on the environment.Intended User Characteristics

No reading or arithmetic skills are re-quired. Siudents should be willing and ableto put themselves into the role-play situa-tion. Effective role play is critical to thesuccess of this game Students need enoughroom and freedom of space to conductprivate negotiations with other participantsRationale and General Objectives

This game has been developed based onthe contention of the game designer thatcreating pollution controls and achievingenvironmental quality of life are difficultand complex problems. Dr. Twelker liststhe general objectives of the game in theCoordinator's Manual. The game will: 1)orient participants to the increased empha-sis being placed by our own society on theenvironment and quality of life: 2) provideparticipants with an opportunity to under-stand some of the problems of air, water,land, and visual pollution, as well as theprincipal interests at stake and their rehtionships to each other; and 3) provide anopportunity fQr participants to experiencethe trade-offs between personal/corporategoals and environmental quality. Studentsbecome aware of the complexity of environ-mental problems by illustrating the diverseviews that different people have due to theirpositions and roles in society. Studentsrealize how self-interests clash with environ-mental concerns and become aware of

107

means to resolve these conflicts. In theprocess, students become well acquaintedwith arguments that are used to supportvarious points of view and develop under-standing of why pollution controls arecost!) and difficult to achieve

ContentFour players or teams of players assume

roles of Business and Industry, State Gov-ernment, Citizens, and Conservationists. Asthey play their roles, the students negotiateto reach agreement about specific environ-mental issues They try to attain satisfactionpoints while they attempt to maintain theenvironmental quality of life at the bestpossible level. Issues range from "Shouldoil companies be allowed to lease off-shoreland and explore for oil" to "Should non-returnable bottles be banned from being dis-tributed by bottling companies?" Since theemphasis of the game is on the complexityof human interaction as people of diverseinterests try to resolve environmental prob-lems, the developer suggests that it is per-fectly appropriate for participants to de-velop game issues that are personallyrelevant to them and their local communi-ties. Game issues that students devise canactually strengthen the substantive concernsof the game Participants may also add tothe significance of their game experience byexperimenting with different voting odds,revision of the power balance between thefour roles, and addition and substitution ofroles.

ProceduresWith the help of the overhead transpar-

encies provided, the teacher first acquaintsthe students with the nature of each of thefour game roles. After distributing thegame charts and issue cards, he asks thestudents to look at the first issue card andbegin to negotiate with the other membersof their group. Each participant assesseshis role, determines what his stand on theIssue will he, and tries to negotiate with theother players in an effort to attain his per-sonal and/or corporate goals. At the end of

108

approximately five minutes, the negotiationscease and each player votes on the issue thatw as being discussed in order to determinewhat action or stand the group can agree totake After all the players have cast theirvotes, the results are tabulated and theconsequences determined by looking at thecharts printed on the back of the issue cardThe consequences are recorded on both the"Quality of Life" and the "Personal/Corporate Satisfaction" charts. A new issuecard is then taken and a new negotiationprocess begins. The game may be endedwhen the "Quality of Life" begins to in-crease or decrease steadily. In the debriefingsession, each participant tries to analyze theinteractions that led to the conditions whichexisted at the time the game was terminated.The developer suggests that the teacher stopthe game for brief student discussion when-ever the "Quality of Life" is being notice-ably affected. After a few moments of anal-ysis to emphasize the effects the varioussocietal interests are having on the environ-ment, the teacher can have the game playresume.

Evaluative Comments and SuggestionsIt is possible, through use of supplemen-

ta'ry materials, for students to acquire infor-mation about the scientific aspects ofenvironmental problems as they play thisgame. That, however, is not the game'smain purpose and the materials themselvesonly incidentally include scientific informa-tion. Si-ce the emphasis is on the complexi-ties of human and societal interaction con-cerning environmental problems, gamesuccess depends greatly upon the extent towhich the student participants become in-volved in their roles, Sometimes, however,student involvement can pose problems. Forexample, opinion surveys are taken at vari-ous times during the game. Each participantis asked to give his opinion as to how effec-tive the Conservationists, Citizens, etc., arein fulfilling their roles This process maycause injured feelings among the players.Again, the game is most effective when usedas an integral part of a unit of study.

PORTSVILLE

Developer:

Publisher:

Publication Date:


Subject Area:

Number of Players:

High School Geography ProjectAssociation of American Geographers

The Macmillan CompanySchool Division866 Third AvenueNew York, New York 10022

1969

From publisher10 (7-12)

American History, Geography, and Urban Studies4-24

OverviewPortsville was developed by tae High

School Geography Project (HSGP) as oneof the learning activities in Geography inan Urban Age. Groups of students, usingmodulex hoards and plastic building blocks.arc asked to design a city during three dif-ferent historical time periods. AlthoughPortsville's development follows the generaloutline of the growth of Seattle. Washing-too, students are encouraged to build theirown cities, rather than replicate Seattle'sgrowth In order to do this adequately, stu-dents are required to apply knowledge ofsettlement. historic city growth, and pat-terns of urban land use. Ports:11e is asimulation rather than a game, since thereare no winners or losers.Materials and CostMaterials PackagePortsvi lle Map Package: 1 plastic modulex

board of Portsville. 191'4" x 2314". scale1:24.000: 1 land-use key card: 3 trays ofplastic building blocks, railroad strips.date cards. and inventory sheets. 1850-1880 (Tray 1), 1880-1890 (Tray 2).1890-1900 (Tray 3): I light green per-forated plastic sheet: 1 dark green per-forated plastic sheet: I plastic fork forattaching perforated sheets to overlay: 1

teachers inventory and direction sheetTotal Package $45.75Coordinator's Manual: (from Unit I.

Geo,graphy of Crtres in Geography rn anUrban Age) 123 pp.. 81/2" x 10% paper -hound, only pages 39-57 deal with Ports-vale: includes major parts of the activity.list of materials, learning objectives. andguidelines for conducting the activity

1.50Student Manual: 147 pp.. 81/2" x 10", pa-

109

perbonnd: only pages 25-45 deal withPort,sille: includes background and pic-torial information about Seattle (Ports-ville) S 1.50

See Materials and Cost in High SchoolGeography Project. Geography in an Ur-ban Age Data Sheet

Required or Suggested TimePottsville was designed to be conducted

in eight to ten class periods. When usedontsnit. of the curricu;um, Geograph% in anUrban Age, it might require one or twoadditional class periods to acquaint studentswith the geographic concepts of settlementlocation. city growth. and urban land use.Intended User Characteristics

Although Pot/wine was originally devel-oped for 10th-grade students, it can beused with younger and older students. Par-ticipants should have previous experiencewith the geographic problems inherent inin ban development. and should have alreadystudied U S history In general. an 8th-grade reading level is desirable, but studentswith lower reading levels can participate inbuilding the city. Map reading skills arehighly desirable for participation. Theteacher does not need extensive training ingeography. but should be familiar with theentire unit from which Portsville is taken.PoriHe should he conducted in a roomequipped with tables large enough to ac-commodate the modulex board and chairsfor five or six students.Rationale and General Objectives

rills simulation was designed to allowstudents to apply previously learned con-cepts. As participants build Portsville inthree historic time periods, they must makedecisions based on geographic and historiPdata. Students should gain a substantial

4

understanding of urban growth and be ableto transfer these !earnings to observing andanalyzing growth in their own ,community.Specifically, students who have participatedin Pormi He should be able to: predictwhere carious types of urban land-use arelikely to he located, and why this is so;esplain relationships between environmentalfactors. such as rivers, and the location ofindustry: explain population growth and/ordecreases: understand how human endeavorand fortunate events affect city growth;and demonstrate how people have modifiedphysical environments and/or adapted totkin.Content

Background information about the settle-ment and subsequent growth of an Ameri-can city is presented in narrative and pic-torial form. Using this information. studentgroups construct maps of the city, as theyvisualize it might have been in 1880, 1890,and 1900. In order to construct the citymap for 1880, participants must considerthe physical environment and historic eventssuch as the discovery of gold in Californiaand a growing demand for lumber. Follow-ing the map construction, an analysis ses-sion is held to determine why different stu-dent groups designed the city in differentways. Following this, additional narrativeand pictorial information about the city,such as Indian troubles and the possibilityof a railroad coming to Portsville, is madeavailable to the participants. Groups thenconstruct a map of the city as they thinkit was in 1890. After a second analysissession is conducted, historic informationcovering the decade 1890.1900 is read bythe students. Using this data, student groupsconstruct a third map of Portsville as theyimagine it was in 1900. Following the finalanalysis session. students are informed thatPortsville is really Seattle. Washington. Thesimulation is culminated by a presentationof United States Geological Survey mapsof "Scatt Ie and Vicinity" which show thedevelopment of Seattle between 1900 andthe present day.

ProceduresProcedures for con 4ucting Portsrille are

%cry closely aligned with the content of theactivity. Students should be required toread the relevant background sections in thestudent resources book. Following the read-ings. students are divided into four groupsand each group is provided with a modulexmap and building materials. Participantsshould be given at least three class periodsin which to construct and analyze maps ofPortsville for 1880. The analysis session isconducted by the teacher with the entireclass taking part. Each group presents itsmap and rationale to the rest of the class.This cycle is repeated for 1890. but becauseof increased knowledge and skill, the secondmap construction and analysis can be com-pleted in approximately two days. An addi-tional two days is ample time in which todevelop and analyze maps for 1900. Animportant function for the teacher is thatof asking probing questions to encouragestudents to examine the background infor-mation and apply previously learned con-cepts of urban development. Adequate timemust be allowed for debriefing and analysis.

Evaluative Comments and SuggestionsAlthough Portsville is a simulation and

not a game. it does involve students in anatmosphere of competition as each groupattempts to develop the "best" map ofPortsville. This activity is an excellentexperience to accompany an analysis oflocal land-use patterns. A local UnitedStates Geological Survey map can be usedinstead of Portsville. This strategy shouldbe employed after using Portsville.

Teachers must allow students adequatetime to develop and analyze maps for eachperiod, and permit students to talk freelywith one another and move about.

ReferencesRis'ager, C. Frederick. "High SchoolGeography Project." Social Studies Cur-riculum Materials Data Book. BookColo.: Social Science Education Consor-tium, Inc., 1971.

110

POWDER HORN

Developer:

Publisher:


Subject Area:

Number of Players:

R. Garry Shirts


From publisher5.8

History and Political Science18-35

OverviewPowderhorn is the elementary school ver-

sion of Skopower. Students assume theroles of frontiersmen and establish a three-tiered society through the process of trad-ing items common to the frontier such asrifles, traps, and pelts. The game is struc-tured so that a few participants receivemore valued thing, than other participants.Thus, the simulation usually ends in a're-volt. The content focus of Powderhorn en-courages students to explore the dimensionsand uses of power. Procedures for conduct-ing the simulation are carefully spelled outand should be followed precisely. Debrief-ing is critical to establishing useful learningfrom participation in the simulation.Materials and CostMaterials Package:Cardboard box, 81/2" x 11" x 2", containsthe following:

Coordinator's Manual: 12 pp.. 51/2" x81/2", stapled paper cover; includes over-view, suggestions for planning simulation,rules, and debriefing questions

Additional Materials: trading cards (traps,rifles, pelts, hardtack, and gunpowder);bonus point cards (powderhorns): head -hands (12 each circles, squares, tri-angles): scoring system wall chart: trad-ing and bonus session rule cards

The developers state that minimal changesmay he made in material format andpackaging.


Usually Powderhorn can be played in caeand one-half hours. The length of time toplay the simuiation can vary depending onhow long it takes the two lower tiers of thefrontier society to revolt or defy the rulesestablished by the top tier of the society.The Coordinator's Manual suggests that 45

minutes he devoted to debriefing and classdiscussion.

Intended User CharacteristicsStudents engaged in the simulation are

required to use very simple arithmetic%Li's. No student reading is required. Thesimulation demands a considerable amountof classroom tictivity and assures a highlevel of involvement. Literature from SimileII indicates that the teacher should feelcomfortable in "managing vigorous intel-lectual and interpersonal classroom activi-ties." In order for the simulation to runsmoothly. the ct ssroom should have mov-able chairs which can be set up in threecircles.

Rationale and General ObjectivesThe implicit rationale of Powderhorn is

that students should confront issues dealingwith rule-making and the uses of power.According to the developer, the simulationties in well with the study of the Americanfrontier and can be used to explore themeaning of democracy. the uses and abusesof power, and the feeling of minority groupmembers. The debriefing questions in theCoordinator's Manual ask the students tofocus on a study of rules people use togovern themselves and the effect rules haveon people. The Coordinator's Manual sinks,"The most significant principle that can belearned from the discussion (following thesimulation] is that the rules that governa people and the process that created therules affect how people react to those rules,as well as to one another."Content

In Powderhorn elementary students simu-late a irontlet society. The siinutmion de-sign requires the establishment of a three-tiered society in which the strata aredeveloped by trading items common to fron-tier life such as traps, rifles, hardtack,

111

gunpowder. and pelts. After the first tradingsession the three tiers of the society arcestablished. With few exceptions there isno mobility among the tiers. After the sec-ond round of trading the group in thehighest tier, called squares. is given thepower to establish any rules they wish forthe game. The other two tiers can offersuggestions, but the highest tier has noobligation to accept the suggestions. Aftertwo or three rounds it becomes clear thesq, are, are winning and that the other twogroups have no chance for progress. Italso becomes clear that any group givenabsolute power in a competitive system willuse that power for its own benefit. Revoltis. therefore, usually the result of thecapricious and selfish behavior of the pow-erful. The teacher will have to preparecarefully in order to tic in the simulationwith main course content.Procedures

In order to successfully begin the simu-lation. students must learn the point sys-tem used for accumulating rifles, gunpow-der. traps, etc Once students understandthe scoring system, the rules of trade arepresented. It is important that the rulesbe followed exactly. Following the presen-tation of the rules, the first trading sessionbegins. Students actually move about theroom to trade cards representing the fron-tier items. At the end of the trading period(ten minutes), students tally their pointsand collect into three groups determined bypoint totals. Headbands signifying the grouplabel (squares, circles. triangles) are dis-tributed. When each group is gathered in its

own tier. bonus cards (powder-horns) aredistrinuted. l'ach tier group is then askedto distribute the bonus canis according toestablished rules. 'I hose collecting bonuspoints ...in move up to another tier groupif their new point total exceeds the lowestpoint totals of members in a higher group.those with loss total points in the highergroups ate then demoted to lower tiergroups. hollowing the first round of trad-ing and bonus point allocation, the coordi-nator secretly rugs the trading cards forensuing rounds. After a second round oftrading and bonus point allocation, thesquares are given the power to establishthe rides of the simulation. l he simulationends when the two lower tier groups revoltin some way. It is important to thoroughlydebrief the simulation as soon as possibleafter the revolt. A number of useful ques-tions to initiate debriefing are provided inthe Coordinator's Manual.

Evaluative Comments and SuggestionsAccording to the developer, Powder /torn

has been played wit% a wide variety of dif-ferent groups. The results are essentiallythe samethere is some kind of revoltbecause of the use and consequent abuse ofpower. In this analyst's opinion, Powderhornis a useful and exciting simulation, althoughthere are a couple of cautions. First, theteacher must be prepared to cope with thehigh level of activity generated and tofollow the rules prescribed. Second. it isnecessary to give thoughtful considerationto the placement of the simulation in thecurriculum plan.

112

a

0'

PROPAGANDA

Developers:

Publisher:


Grade Level:

Subject Area:

Number of,Payers:

Robert W. Allen and Lorne GreeneWff 'N Proof Publishers1111 Maple AvenueTurtle Creek, Pennsylvania 151451966; Revised 1969

From publisher; also available from manycommercial outlets

7.12 (Adults)InterdisciplinaryBehavioral Science, English, Logic, Political Science,

Psychology, and Sociology4. -

Overview

Propaganda is based on the hook Think-ing Straighter by George Henry Moulds.Developed by Robert W. Allen and LorneGreene, the game was tested and refined inthe Nova Schools, Ft. Lauderdale, Florida.Propaganda is an instructional game basedon approximately 50 propaganda techniques.It is designed to develop clear thinking.According to the authors, the game will"help participants distinguish between theemotional aura surrounding an idea and theactual content of that idea." Students learnpropaganda techniques and then apply tnemio propaganda examples prepared by theauthors. Once students become familiarwith the examples, they can play the ex-pert's game which is described in themanual.


Plastic box, 6" x 41/2" x 1", contains thefollowing:

Coordinator's Manual: The PropagandaGame. By Robert. W. Allen and LorneGreene. 71 pp., 41/4" x 51/2 ", paper-bound; includes rationale, directions forplaying game, explanation of Propa-ganda techniques, and the authors' an-swers to the Propaganda examples

Additional Materials:One score chart, 81/2" x 11", plastic; 4technique prediction dial cards; 40 tech-nique example cards, each containing 6examples

Total Package S6.00

Required or Suggested TimeLength of play is determined by setting a

score goal or an arbitrary time limit. Atleast one hour will be necessary for learn-ing the techniques, although these tech-niques can be learned outsideiittlass time.

Intended User CharacteristicsThe game can be played by students who

read at a 7th-grade level.Math is used onlyfor a simple score-keeping process. Propa-ganda can be played in the average class-room with no additional equipmcpt. Nospecial teacher training is necessary.

Rationale and General ObjectivesThe authors of Propaganda believe that

American society uses propaganda increas-ingly to mold the minds of people. Sincethe formation of opinion or decisions aboutwhat course of action to take is ofteninfluenced by propaganda, the individualcitizen needs to be aware of varioustechniques used and how such propagandatechniques can influence one's thinking.This awareness will help the individual todistinguish between the meaning of an ideaand the emotional terms in which it iscouched. Thus, the major objective ofPropaganda is to introduce the student totechniques which are used by the communi-cations media and others to distort clearthinking.

Content

Students encounter the following propa-ganda techniques which are used frequentlyby communications media: techniques ofself-deception, techniques of language, tech-

113

niques of irrelevance, techniques of exploi-tation, techniques of form, and techniquesof maneuver. Within each of these areas,eight to ten different types of techniquesare spetified. For example. under the head-ing of techniques of self-deception, cate-gories are included which are called "preju-dice," "academic detachment," "drawing theline," "not drawing the line," "conserva-tism," "rationalization," "wishful thinking,""tabloid thinking," "causal oversimplifica-tion," and "inconceivability." Because of itsemphasis on the use of language, the con-tent of Propaganda lends itself to use byEnglish usage classes, as well as socialstudies classes.

ProceduresStudents may work individually, or in

teams of two or three. Larger teams thanthis can make the decision-making processlengthy and unwieldy. The teacher mustfirst make the students aware of the defini-tion of each of the techniques used in thegame. Examples of each category are givenso that students may more readily identifythe techniques. Propaganda techniques areread from the example cards, and studentsmake predictions as to what the authors'have labeled the example which was read.Scoring depends on several factors, such asthe number of players who agree on theprediction, and the ability of a player to

influence the thinking of other players. Agaming process called "bold challenge" en-ables students to discuss and argue themerits of their choices. After the corm.answer has been give- ana student scoreshave been recorded, t' next example isread. When the class has encountered all th'examples of a particular technique, the stu-dents can move on to the next technique.When they have heard all the examples,they can then be introduced to the expert'sgame in which students use newspapers,radio and television advertising, and othermedia to develop their own crimples. Therole of the teacher is negligible and studentscan play without any teacher instruction.

Evaluative Comments and SuggestionsPropaganda requires students to make

predictions about how the authors havelabeled the examples. The ga...le developsskill in identifying propaganda techniques.Students may find it difficult to rememberthe definitions and examples of varioustechniques. The teacher can facilitate thisproblem by duplicating a list of these defi-nitions and examples in brief form andgiving each participant a copy. The scorechart which comes with the game is toosmall for use in the classroom; however,use of an overhead projector or blackboardcan serve as an effective substitute.

114

PURSUIT

DeveloperPublisher

Publication Date-

Grade Level'

Subject Area.

Number of Players-

Abt Associates, Inc.Reader's Digest Services, IncEducational DivisionPleasantville, New York 105701970

From putriiher7.9

American History and Civil Rights6.30

- --Overview

,s an instructional Fame designedAfst A,-soo.ises, Inc accompans the

Reader s r.Pattie: Pursuit

i r Bia 1 kton Equaltr%tf,Aeser the game smt also he playedii-dcpendentls from the Resource Packet.P,:tsu.; explores the existence of opponuni-ves ;or blacks 'n the arras of housing rub.

iskowrrodat"oh; sobs. education, andsuffrage ,n sarsing reciens of the UnitedStates, during. the civil rights insolsementfrom ;9s2 to i96s The student's ability tooripete sa...cssfullv in the irdnie is aug.:rented is tars knowledge of the backgroundef fht struzele for racial equ:slos in Amer-

with respect to national'ecssiation and coon decisions The Reader sDigest Resource Packet supplements the

tie s tth exiensise info.mation about.,;tars aspects of the curl rights inosement

ific ,nJoidualized multi-media materials inthe Packet ensouragc pupils to examinet' :l; and other forms of protest, andindudc **, t.ographtes of coal ngnts lead-er. and v studies of 'rid's:dual attempts

oscrvo--i. J..urnination Both the gamet-0: Ind the Resource Packet are particti-' ..unable for junior high school agestudents

Materials and CostfAc(131- PickCardts, ros 24" x 12" x 2", contains

the ft.*.tos.ins .Manu-1 $ pp , 6" x

vtapled paper ..cser includes rationale,vzplanation of the game. ind suggestedfollow up J1:11:1(;eN

Student Manual 4 pp 6" x 9", stapled,per Lose' ir..lutles. rules for the game

Addams,' Nfateriais ;5" z .:3" card-

hoard playing hoard: 1 score pad: 1 out-come wheel: 12 demonstration cards: 6playing tokens: 1 pair of dice: 1 calendaiof esents

Total Package 535.00Resource Packet:

Student Packet: 13" x 10": includes 8osersize wall sheets. 5 booklets. 2 guidesheets: can be purchased in sets of 10,including one free Teacher's Manual

$ 3.00eacher's Manual: 31 pp.. 8" x 10",

stapled paper corer: provides backgroundinformation on the civil rights move-ment. suggestions for teaching strategies,and suggestions for additional readingand study S 1.00Audio Dramatization; available on record,reel-to-reel tape or cassette; includes aninters sew with Whitney Young and acase studs of the Montgomery. Alabamabus boycott: instructional guide S 5.50

4 Overhead Transparencies: with teacherinstructions, statistical information onblack achiesments in the areas of civilrights $ 4.95

Total Package 540.45Total cost for both packages, if purchased

together $67.90

Required or Suggested TimeThe game is -designed to be played in

three to four 50-minute class periods. Thistime allotment includes preparation exer-cises, game play, and post-game discussion.Use of materials provided in the ResourcePacket requires an adottional week of class-room time.

Intended User CharacteristicsThe game and the Resource Packet have

been designed for junior high school stu-dents. Only simple reading and arithmetic

115

skills are required to play the game. If thegame is purchased and used without theResource Packet, the students should havesome background information on the U.S.civil rights movement. Pursuit can be playedin the average classroom with no additionalequipment other ttran a large table. Nospecial teacher training is necessary, al-though some background in American his-tory with particular emphasis on the civilrights movement would be helpful.Rationale and General Objectives

The developers state that "The game isdesigned to teach students the factual his-tory of the civil rights movement and tohelp them understand the social changes inAmerica during the last 15 years." Byplacing studentsand especially white stu-dentsin the roles of young black Ameri-cans, the game encourages participants todiscover for themselves how they react tovarious forms of discrimination. Studentsrealize that government legislation and judi-cial decisions do not necessarily produceinstant social change or easily reduce vari-ous forms of racial prejudice. In addition,the Resource Packet invites students toexamine these questions: Has the UnitedStates begun to change itself with regard toracial equality before the law? If so, howis this change being brought about? Whatarc these mechanisms of change, what arcthe forces that promote change. and on theothcr hand, what arc the forces that retardand present change?Content

Pursuit examines the impact of the civilrights mo-:ement upon the goals of indi-vidual black Americans. Players assume theroles of six young blacks who must deter-mine achievement goals in the are .3 ofhousing, voting. public accommodations,vocations, and education. For example, inhousing, participants must choose suitableliving accommodations from a large rangeof options extending from renting an urbanslum apartment to owning a suburban homein a fully integrated neighborhood. Scoringis based on thc student's ability to deter-mine correctly the different effects that theconditions in various regions of the U.S. ata particular timc will have on the opportuni-ties available to him. Storing is thus basedupon the student's ability to establish andachicvc realistic goals. included in thegame arc descriptions of major historiclegislation, court rulings, executive orders,riots. and othcr events relevant to the prob-lems, setbacks, and achievements of thecivil rights movement in thc United States.

4

ProceduresParticipants begin by dividing into groups,

with each group (or individual player, ifonly six participants are playing) represent-ing one of six blacks. Two black players areinitially assigned as residents of the south,midwest, and north sections of the UnitedStates. Each participant then decides whathis goals will be in each of the five areashousing, voting, public accommodations,vocations, and education. Each student's as-sessment of feasible goals is to be basedupon his analysis bf the changing socialconditions. attitudes, and events of the yearsduring which play takes place. With thethrow of the dice. players land on circlesthat allow them to choose within that timespan and geographical location whether ornot they wish to try for the goals they haveset for themselves in any one of the fivecategories. Players rotate turns: after twoturns, the years during which the partici-pants are supposed to be living change. Asscars pass, players have greater opportuni-ties to achieve higher goals, and in specialinstances can change their goals upward totry to achicvc more points. Located on theboard are special areas where players areprovided opportunities to change their geo-graphical location, perform civil rightsdemonstrations, and re-establish their coals.The game ends when each participant hasmoved 12 times, representing a time spanof 15 years. Scoring is primarily based onhow accurately the players meet theirgoals. Players are penalized for achievinggoals higher or lower than anticipated. Thewinner of the game is the player or groupof players accumulating the greatest numberof points.

Evaluative Comments and SuggestionsPursuit requires students to utilize histor-

ical information about thc civil rights move-ment in order to establish realistic goalsand compete more successfully in the con-text of the game. Students may have diffi-culty maintaining intcrcst in the game, par-ticularl; as they await their turn at the die.Incorporation of the game within a unit ofstudy, thus providing students with greaterawareness an understanding of thc slowand tedious development of minority rightsin Atnerica, will increase the effectiveness ofthe game's use. Using the Resource Packetheightens thc game's success. Although Pur-suit can he useful with high school students,it is normally more effective with juniorhigh school age students.

116

QUERIES THEORIES

Developers:

Publisher:



Layman Allen, Peter Kugel, Joan RossWff 'n Proof Publishers1111 Maple AvenueTurtle Crei.k, Pennsylvania 151451970


Scientific Method and Linguistics2-6

OverviewQueries 'n Theories is actually a number

of games, each of which has been designedto improve student skills in asking ques-tions. Although the games are simulationsof the scientific method applied to linguis-tics, their use is generalizable to all system-atic inquiry. The premise upon which eachof the games is based is that an effectivequerist must be a good theorist as well. Inorder to reach a workable hypothesis whichcan accurately describe a system, the theo-rist must search foi critical questions whichwill give him the information he wants.Secondly, he needs to be able to interpretthe responses to his questions in order toperceive an organized pattern. Queries 'nTheories provides practice in these processesas well as experience with Chomsky's theoryof functional linguistics.


Plastic booksized box, 81/2" x 53/4" x11/2", contains the following:

Coordinator's Manual: 54 pp.. 51/4" 8",stapled paper cover; includes pro-grammed text for learning thegame,sample games, variations, and theoreticalinterpretations

Additional Materials: 2 "Native" mats; 9"Query" mats; 1 "Query" marker; 1

timer; 80 each of blue, green, red, andyellow chips; 40 purple chips; 120 whitechips

Total Package $8.75

Required or Suggested TimeThe game is organized into levels of

complexity; the game time varies accordingto the level at which it is played. Thesimpler levels may be played in approxi-mately one hour.

Intended User CharacteristicsQueries 'n Theories is an abstract game

appropriate to 7th-grade and older play-ers. It does not require much reading, butplayers must have an understanding of ele-mentary logical reasoning to play it effec-tively. As a small group game, it may beplayed competitively or as an exercise incooperative information sharing. A table,chairs, and a blackboard are the onlyequipment needed to play the game. Thephilosophy of all the Wff 'n Proof gamesis that the teacher is not to be the finalauthority in the game. The teacher inQueries 'n Theories becomes a coach, help-ing to clarify but not to give final rulings.The justifications and corrections remainwith the players themselves.

Rationale and General ObjectivesQueries 'n Theories is based on the devel-

opers' belief "that the skill and insightachieved from recurring practice in theoriz-ing and constructing Queries in the gamewill prove relevant for enhancing talent inscientific theorizing and experimental de-sign. Asking the right questions is perhapsthe most significant step toward the solutionof any problem." On the most general level,the game is aimed at having students recre-ate the conditions which stimulate the useof the scientific method; that is, a researchertakes phenomena from nature and, havingconstructed a series of experiments or quer-ies, reasons inductively to acquire an under-standing of natural laws. Because a grammaris a set of hypotheses about the way lan-guage works, the game has students applythe process to Chomsky's theory of linguis-tics. Thirdly. Queries 'n Theories is designedto challenge students to be more effectivein exercises of pure pattern recognition.

117

ContentThis game focuses primarily on the simu-

lation of scientific method. The emphasisis upon learning to apply reasoning skills totheoretical problems by recognizing possiblecauses and effect, in relation to largerpatterns.Procedures

The scenario is of anthropologists-linguistswho, upon stumbling into a remote village,must decode the native language to survive.There is one native per group of querist-theorists. The native has a mat upon whichhe devises the rules of his "language" usingvarious colored chips. The complexity ofthe "language" is determined by the totalnumber of chips used, the number of dif-ferent colors, and the way that the chips aredistributed into the categories of basic sen-tences and replacement rules which allowelaboration in the language.

To gather evidence about the "language,"the querist-theorists construct queries in theform of strings of chips on'their own mats.Each of these strings is a question to thenative as -to whether a given sentence ispossible given the rules of the languageUsing a green or red chip to mark hisresponse, the native 'can only answer yesor no.

The querist-theorists' real job is to under-stand what they are asking, so that whenthey,are told whether a sentence is mean-ingful they will know what its implicationsare in terms of their theories. Their reason-ing includes hypotheses about how a givensentence might be generated. For example,what possible rules would allow this sen-tence to exist? The querist-theorists mayconstruct two different levels of questions.The simplest kind are the "weak" querieswhich deal only with specifics. At higherlevels, a "strong" query uses white chips topose more general questions about patterns.These are more sophisticated queries be-

cause they can eliminate many more pos-sible theories in one step. The number ofchips allowed in any single game is deter-mined by the number of chips used in thelanguage. The greater the number of chipsimplies more possible sets of rules and,consequently, more necessary questions.

When a querist-theorist believes that heknows the rules of the language, he shouts,"Chomsky," and becomes a "linguist." Atthat point, the native will test him by com-posing three sentences which the otherplayer will have to identify as correct orincorrect. All other players will, have todecide for themselves whether there isenough information visible to understandthe language. If they don't think there is,or if they don't know, they may side withthe native. If they do think there is, theywill side with the querist-theorist, givingtheir own responses to the native's queriesThe querist-theorist and his team win pointsif they correctly identify the sentences. Thenative and his team get points if the querist-theorist makes mistakes.

Evaluative Comments and SuggestionsThe two major complaints about this game

are that it is too hard to learn and that itmay be too abstract for most social studiesclassroom uses. To facilitate learning thegame, it helps to have an experiencedplayer to teach it because most people getbogged down in the detailed rule book. Themanual is very complete with respect to thegame itself, but it lacks suggestions aboutinterpretations in non-scientific areas. Teach-ers who use it would have to use their in-genuity to give it initial relevance for socialstudies use. However, once players under-stand the basic logic of the game, they oftenfind it fascinating as intellectual play withmany potential variations and applications.

118

RADICALS VS TORIES

Developer:

Publisher:


Subject Area:

Number of Players:

David N. DalPorto

History SimulationsP. O. Box 2775Santa Clara. California 950521972

From publisher7-12

American History24.100

OverviewRadicals vs Torres is a "simulation of the

struggle between those favoring close tieswith Great Britain and those favoring inde-pendence during the American Revolution."Students assume the roles of representativesof the original colonies and take one ofthree positionsRadical. Tory, or Mod-erate. In accordance with historical esti-mates, Radicals and 1 ories each comprise25% of the class and Moderates, 50%. TheRadicals and Tories attempt to persuade asmany Moderates as possible to join themin voting on the proposal to go to waragainst Great Britain. The simulation pro-motes student understanding of the histor-ical situation of the American Revolutionand of the pull and tug of interactionamong conflicting viewpointsMaterials and CostMaterials Package:Coordinator's Manual: 20 pp., paperboundbooklet with removable plastic binding;contains overview; procedures; schedule;Teacher Information Sheet; student factsheets on the background of the Ameri-can Revelation and the immediate prob-lem; role sheets for Radicals, Tories,Moderates, and Section Leaders; SectionalLeader Voting Record Sheet; Master RollSheet; Supplementary Master Role Sheet;Teacher's Voting Score Sheet; Final DayScoreboard sheet; and Messages


These materials were designed for threeclass periods of approximately 50 minuteseach. A fourth period should be set astacfor an explanation of the simulation andthe distribution of roles.Intended User Characteristics

For maximum utility of this simulation.a strong student background in the Ameri-

119

can Revolution is most helpful. The teachershould cover the period prior to the Revolu-tion during the weeks immediately preced-ing the simulation. Wherever possible,teachers should combine two or more classesin order to play the simulation. Experiencehas shown that a much more stimulatingatmosphere develops when a larger numberof students is involved. Four separate meet-ing areas should be made available forsection meetings: although not absolutelynecessary, this would offer definite advan-tages.ae:ee

Rationale and General ObjectivesIn Radicals is Tories, the developer uses

role playing to achieve the following objec-tives: "1) Students will learn some of thebasic causes of the American Revolution;2) Students will become involved in ameaningful activity which gives them agreater insight into the reasons why it is sodifficult not to take sides in a strugglebetween two strong points of view; 3) Stu-dents %%ill understand that the movement forindependence was not unanimous, that therewere many powerful arguments both on theside for independence and on the side forconciliation; 4) Students will have to makedecisions which require them to weigh avast number of considerations."

CpntentThe setting for Radicals vs Tories is the

Second Continental Congress, in mid-1775.Fighting between the colonists and theBritish had been going on for some time,but up to the point at which the simulationbegins, it had been considered only a civilstrife conducted by a poorly organized, ill-trained, and underfinanced minority of thecolonists. The participants, representingCongress, must decide whether to remainwithin the British system or to declareindependence. Students take the roles of

Radical, fory. and Moderate delegates to theCongress from the 13 colonies. In sec-tional meetings, Radicals and Tories at-tempt to persuade the uncommitted dele-gates to join their respective sales. Radicalsand Tories present their arguments to illu-minate the advantages and disadvantages ofremaining a B itish colony. They developstrategies for winning over crucial segmentsof the colonial delegations. The Moderatesmust weigh the conflicting arguments, care-ful') question those pressuring them fromboth sides, and decide how to vote on thequestion of independence. On the final dayof the simulation, after formal debate, avote is taken in the Continental CongressProcedures

After students have become familiar withtheir roles, they are divided into sections.Radicals and Tories are each divided intomo equal panels. Moderates are assigned toone of four sectionsNorthern, Middle,Mid-South. and Southerndepending uponthe colony to which they have been assigned.The first two days involve strategy meetingsof Radicals and Tories, sectional meetingsof Moderates, and sectional meetings inwhich Radicals and Tories attempt to per-suade Moderates to their points of view.After each of the latter meetings, theModerates vote on the question of whichside they will support. They may abstain,and they may vote differently each time Onthe last day of the simulation, all the dele-gates meet together to hear formal argu-

120

ments from representatives of the Radicalsand the Tories. After the presentations havebeen completed, the 13 colonies vote ontheir preferences. At this point, no dele-gates can abstain. Whichever side gainsseven or more colonies is considered the%%inner The final 15 minutes of the thirdclay is designated "Ey:du:Rion.' in the Co-ordinator's Manual. The procedures andcontent for this debriefing period, however,ate not indicated.Evaluative Comments and Suggestions

This simulation seems very promising asa culminating activity at the end of a unitdealing with the causes of the AmericanRevolution Radicals vs Tories is extremelyexplicit in the description of proceduresnecessary for conducting the simulation;however, no debriefing and evaluative instructions are given. The teacher will haveto develop his own methods for helpingstudents relate their experiences both to theAmerican Revolution and to present daysituations. Since the concepts. relationships.and skills underlying the simulation are notexplicitly elaborated beyond the objectivesgiven in the Coordinator's Manual, thesetasks will probably require sonic extra timeand thought The teacher may wish tomodify the fact sheet readings for youngeror less able students One possible weaknessof Radicals rs. Tories lip in the fact thatstudents will already be aware of the out-come of the colonists' vote. This factormight influence their own voting.

THE REDWOOD CONTROVERSY

Developer:

Publisher:

Publication Date:

Grade Level

Subject Area:

Number of Players:

Frederick A. RasmussenEducational Research Council of AmericaHoughton Mifflin Company110 Tremont StreetBoston, Massachusetts 021071971

From publisher7 (8.12)

Geography, Political Science, Science, and Contemporary Problems9-36

OverviewDeveloped by Frederick A. Rasmussen

while with the Educational Research Coun-cil of America, this simulation game high-lights conflicting ecological, sociological, andpolitical issues that develop over a questionof land ownership and land use. The game isbased entirely on research of the proceed-ings which led to the actual establishmentof the Redwood National Park. Studentsassume roles as conservationists, lumber-men, and other experts to testify before aSenate committee. Other students assumeroles as senators and have to determine thesize of Redwood National Park. The deci-sion each senator makes affects his chancefor re-election. The simulation is concludedwhen any of the proposals regarding theRedwood National Park receive a two-thirdsvote of the senators.Materials and CostMaterials Package:

Cardboard box, 111/2" x 9" x 11/2", con-tains the following:

Coordinator's Manual: 4 pp., 81/2" x 11";includes an introduction to the game, abrief history of the redwood controversy,teaching suggestions, rules for partici-pants and post-game discussion questions

Additional Materials: 15 senator profilecard;,- 15 senator identification cards, 6witness profile cards, 6 witness identifi-cation cards, 1 rules for Senate Leadercard, 1 map showing the redwood areato be purchased under three differentproposals, 1 election ballot transparency,1 electi?n spinner


No specified amount of time for use of

this simulation game is suggested by thedevelopers. Introductory briefing time re-quires 30 to 40 minutes. Playing time canbe regulated by the coordinator. One totwo hours is sufficient for students to under-stand the conflicting issues that form thebasis for the simulation. Playing time canbe altered by lengthening or shortening the15-minute discussion recess, changing thenumber of witnesses, and controlling theexchanges between witnesses and senators.Debriefing time can vary; however, onehour is usually adequate for this purpose.

Intended User CharacteristicsThis simulation was designed specifically

for use by 7th-grade students: however, itis suitable for students at the secondaryschool level, including those who haveacademic difficulties. According to the de-velopers, some aspects of the actual red-wood controversy "have been omitted toscale the game down to the level of stu-dents' sophistication." Students need toread their profile cards prior to beginningthe simulation. The Senate Leader conductsthe committee hearing and should havesome management abilities. Witnesses needto make brief oral presentations and answerquestions. No special training for teachersis necessary. Some background in politicalprocedures and environmental issues, par-ticularly the redwood controversy, would beespecially helpful during the debriefing Theclassroom is arranged as a Senate hearingroom with students in a semi-circle facingwitnesses who testify.

Rationale and General ObjectivesAccording to the developers, The Red-

wood Controversy is designed to help stu-dents understand issues involved in environ-

121

mental planning. Students learn to bargain,compromise, and negotiate to resolve dy-namic and complex public issues. Throughtheir participation in the simulation, theysee that "land use problems have conflictingecological, sociological, and political com-ponents." By acting out their roles, studentslearn about some difficulties that can arisein attempting to resolve land use problems.Content

The game centers on simulation of theactual eflorts of the United States Senate tosatisfactorily resolve a land use questionbased on conflicting claims of special in-terests during national controversy over theCalifornia redwoods. The developers ex-plain that "the real issue of whether a Red-wood National Park was in the publicinterest was often submerged in a mass ofconflicting claims, and seemed of secondaryimportance to many of the participants inthe dispute." Student roles as senators in-clude positions that show competing stateinterests, advocate property rights, indicatethe influence of friends, protect employmentopportunit;es, and receive pressure fromsportsmen. The special points of view repre-sented by the six witnesses include those ofa redwood forester, a lumber companypresident, a national park service planner,the mayor of a lumbering community, thepresident of a conservation group, and aprofessor of environmental science.Procedures

Participants are assigned or select roles asthe Majority Leader, 14 other senators, orsix witnesses. They receive profile cards thatindicate their expertise, personality, or thefeelings of their constituents. Backgroundinformation about the disrite is providedin the Coordinator's Manual and read to theclass. The hearing is conducted by theMajority Leader who calls for the testimonyof witnesses. After each presentation, sena-tors may question the witnesses. Those whohave already testified can also ask questions,.After all witnesses have appeared, the SenateLeader asks each senator to state how hethinks he will vote. This is recorded on theelection ballot as a "first choi^e." A recess

122

is declared for senators to persuade eachother to change their probable vote. Afterthe recess, each senator casts his vote. Fur-ther discussions and votes are held until aproposal receives two-thirds of the votes.Each senator then spins the "Election Spin-ner" which indicates a 10%, 40%, 60%, or90% chance of re-election. The result ofeach election is posted alongside the sena-tor's vote. A class discussion of the factsthat led to the settlement of the controversyis recommended after the final vote. Thedevelopers suggest that "the post-game dis-cussion should focus on ways students canuse their game experience to understandcurrent events and to guide their futurebehavior as responsible, concerned citizens."Several questions are listed to explore stu-dents' understandings of the controversy.Evaluative Comments and Suggestions

This simulation presents a timely andsignificant public issue in an exciting andeasily understood manner. The intricaciesof political procedures, the uncertainties indetermining public interest, and the com-plexities of environmental issues all emergerealistically during the simulation. Thenumber of roles can be increased or re-duced, thereby adding to easy classroomadaptation. Substantial background infor-mation about the actual controversy is lack-ing, primarily because the developersthought it more confusing than helpful for7th-grade students. Although the informa-tion which appears on the profile cards andin the Coordinator's Manual is based onactual research of the redwood controversy,in its final published form it is still limitedenough that it frequently encourages panic-ipunts to "create" their own, not alwaysaccurate, content. Additional, easily acces-sible sources of information are noted in theCoordinator's Manual. Much of the successof the simulation depends on the abilities ofthe Senate Leader. This person should bechosen with care. Procedures used in TheRedwood Controversy can be adapted to ex-plore other controversial issues. Many re-lated activities can be undertai.en as pre-and post-game learning experiences.

ROARING CAMP

Developer:

Publisher:


Subject Area:

Number of Players:

Jay Reese

Simile1150 SilveradoLa Jolla, California 920371972

From publisher4-7


OverviewRoaring Camp is a role-playing game

intended to provide a springboard "for dis-cussions about the California Gold Rush.life of the Old West, or the life and timesof famous and infamous miners." Studentsare given an initial grubstake of $600, $400of which must he paid to the Roaring CampMercantile Company during the first year(round) for supplies and equipment. Thestudents file claims to various mining lands,and the teacher, consulting a secret "MasterMap of the Goldfield," tells who has madestrikes. The game is played for severalrounds and students may accumulate debtsor strike it rich. The game leaves most ofthe development of background info:illa-tion on this historical period to the teacher.Questions are suggested to stimulate groupdiscussion, but sonic require a fairly exten-sive knowledge of American history or theCalifornia. Colorado, Australia, or Alaskagold rushes. Little reading and minimalarithmetic skills are involved.Materials and CostMaterials Package:Heavy paper envelope, 934" x 123/4"; con-tains the following:

Coordinator's Manual: 11 pp., 7" x 8";contains playing instructions, map ofW.:st Coast, "Master Map of GoldfieldPayoff Chart," and discussion questions

Additional Materials: Two 33" x 22" mineplot maps, a ditto master of mining claimand contract forms, 39 sheets of playmoney in $50, 5100, 5200, and $1000denominations


The Coordinator's Manual suggests thegame be played about 20 minutes per dayfor as many days as the teacher feels stu-

dents are learning from the experience oruntil all the land is mined..Intended User Characteristics

Roaring Camp is designed for students ingrades 4 through 7. Very little reading isrequired. Students need only minimal skillin addition and subtraction and to be ableto make monetary exchanges. Although thegame is not explicitly designed for use withstudents who are emotionally disturbed orhave learning disabilities, it appears to beappropriate for such students even at higherlevels than 7th grade. The teacher needssubstantial knowledge of American history,particularly of the Old West, of the Cali-fornia, Colorado. Alaska, and Australiagold rushes, and of the well-known charac-ters ;n gold-mining history.

Rationale and General ObjectivesThe purpose of the game is primarily

motivationalto introduce the era of theWestward Movement in American history"or the Colorado, Australia, or Allska goldrushes by giving students an inkling of theexcitement that the prospect of finding goldcan wake." In addition to this affective goal,a Simile II pamphlet ela,borates on some ofthe skills which students should learn in thecourse of the game: "students learn aboutthe measurement and description of land,(and] experience the writing of checks andbalancing a checking account.. .." Beyondthese few comments, the rationale andobjectives are not elaborated.Content

Roaring Camp places students in an OldWest mining camp where they become in-dicted with "Gold Fever." The studentsplay roles of a banker, a claims officer,"Kind Hearted Kilroy" (who provides grub-stakes at usurious interest rates), andminers. In each round, the miners fileclaims for plots delineated on large maps

123

of Roaring Camp, or choose to continuemining their existing plots. Following play,the teacher can use the discussion questionssuggested in the Coordinator's Manual tomove the students into further study ofWestern American history. The questionsinclude references to specific events of thesimualtion, ask "broadening" questionswhich encourage students to draw on theirknowledge of movie portrayals of the goldrush days, suggest outside readings, andsketch some additional activities such as askit and a demonstration of gold panning. .

ProceduresOnly a small amount of teacher pre-game

preparation is necessary to play RoaringCampduplication of the mining claim andcontract forms and cutting apart the sheetsof play money. The two Roaring Campmaps are placed where there is room forthe students to gather around, and then theroles are assigned or chosen. After a briefexplanation of the problem and the rulesby the teacher, miners are each issued $600by the banker, $400 of which they mustimmediately pay to the Roaring CampMercantile Company (RCMC) for suppliesand equipment. In each subsequent year(one year equals one day's playing session),miners must pay $200,each for supplies andequipment maintenance for working theirold claim or a new one. After paying theRCMC, the miners file their claims by fill-ing out and turtling over to the claims offi-cer the appropriate forms and initialingtheir plots on the map. They may only workone plot at a time, and all plots areexhausted after five years. Once the claimshave been selected, the teacher and a stu-

dent assistant inform the miners of the suc-cess of their year's ventures, consulting theMaster Map. The students jot down theirearnings or losses, and on following days,succeeding years are enacted using the sameprocedure. If the students run out of money,they may contract with Kind Hearted Kil-roy for a loan at 50% interest in order tocontinue the search for gold.Evaluative Comments and Suggestions

Roaring Camp appears to be a quasi-simulation in that it does not require full-fledged role playing by the students, and therole identities are either not described atall (for the miners) or only sketchily indi-cated (for the banker, claims officer, andKind Hearted Kilroy). However, there isample leeway for students to build up imag-inative characterizations of the miners ifthey wish, and encouragement of this wouldprobably add greatly to the impact of thegame. Depending upon teacher backgroundin American history and upon teacher ini-tiative in modification of the game, RoaringCamp's interest level might be adapted toslow learners in grades 7 through 9. Thegame shows good promise for use by chil-dren with reading and/or general learningdisabilities as it does not depend on readingand has potential for raising such students'curiosity. The game's mathematical demandsseem appropriate for emotionally disturbed/learning disability children in need of mathremediation and math "fact" practice. Itcould serve a further purpose with emo-tionally disturbed children is that it in-volves them in a group situation fosteringpeer interaction and develcpmeat of socialskills.

124

t

SITTE

Developer:

Publisher:


Subject Area:

Number of Players:

Western Behavioral Sciences Institute (WBSI)Simile II1150 SilveradoLa Jolla, California 920371969

From publisher7-Adults

Urban Problems

18-25

OverviewSitte (pronounced city) is a simulation

game designed to develop insights into thedynamics of municipal government. Stu-dents assume roles as members of one offive special interest groups and attempt toinfluence decisions regarding city planningand government. Group interaction plays animportant part in Sitte and promotes highlevels of affective learning.Materials and Cost

Coordinator's Manual: 20 pp., 41/2" x6", stapled paper cover; includes ration-

. ale, special background information, andinstructions for the director-messenger,the analyst, and the mass media

Student Manual: 14 pp., 51/2" x 81/2",stapled paper cover; includes partici-pants' instructions, answers to questionsfrequently asked by participants, groupobjectives, decision and status indicatorforms



Sample set includingCoordinator's Manual $ 3.00

Required or Suggested TimeThe game was designed to be played in

three to four 50minute class periods. Eachround consists of three 15-minute periods.At least three rounds of play are necessaryto arrive at the desired outcomes.Intended User Characteristics

8th-grade reading skills are required. Theanalyst does simple arithmetic computa-tions; this role can be assumed by theteacher or a student. Students need to haveadvance knowledge of what pressure groups

are and how they work. The teacher needsno previous training to play Sine.Rationale and General Objectives

The developers of Sine believe that thedevelopment of a model which simulatesreality enables students to make decisionsand to realize the consequences of thosedecisions. Through involvement, studentsexperience actual situations and develop in-depth understanding of situations ratherthan superficial knowledge. Sine is designedto have students develop understanding ofthe role of interest groups in the decision-making process of city government.Content

There are five interest groups, eachconsisting of twn to six members. Thesegroups are called Business, Disenfranchised,Government, Ad Hoc Committee for Parksand Trees, and Taxpayers Association.Through their participation in assignedroles, students will learn about pressuregroups, logyling, dishonesty in govern-ment. the passing of proposals, and thedifficulty of satisfying a'.1 interest groups.Additional roles are those of the director-messenger and the analyst, who work to.gethcr as a team to manage the simulation,and the mass media, whose job it is to keep

'all interest groups informed. Affective con-tent will teach studentsthe importance ofcommunication skills, as well as how towork within a group to make decisions andinfluence others.

Procedures

Participants are assigned to one of fivegroups and each participant receives amanual of instructions.

In the first decision period, groups decidehow to allocate their influence. During this

125

period, communication between groups isrestricted to written messages. At the endof the decision period, the director-messenger collects the group decisions. Theanalyst computes the status of each groupbased on the decision forms and announceseach group's status at the end of the secondperiod The second 15-minute period is afree period and communication betweengroups is not restricted to written menages.The decision period/free period pattern isrepeated in subsequent rounds.

The mass media issues news reports, edi-torials, news releases from interest groups,and miscellaneous news items. The role ofmass media is open-ended and can behonest, biased, pro or con for a particulargroup; i' can be anything the playerschoose

The instructdr will have !:, play the roleof analyst or help a student to do so to secthat messages are delivered during the deci-sion period.

After groups make decisions about pro-posals on which to spend their influencepoints, other interest groups approve ordisapprove of these decisions. These pro-posals are then presented to the governmentfor funding.

Debriefing can take the form of a dis-cussion of what actually happened in theplaying of the game or of an in-denthinquiry into how what occurred during thegame relates to the problems of cities.

Evaluative Comments and SuggestionsSophisticated understanding of city prob-

lems will depend on how extensively theteacher debriefs. The developers have de-signed a model which is fairly structuredbut students are allowed latitude in choos-ing action to take in the course of the game.It is helpful to have another teacher oradvanced student assisting the instructor inorder to facilitate the roles of analyst anddirector-messenger.

126

SS ARPOWER

Developer:

Publisher:



R. Garry ShirtsWestern Behavioral Sciences Institute (WBSI)Simile II1150 Silverado StreetLa Jolla, California 920371969

From puraisher

10-Adults (7-9)

Political Science18 -35

4

Overview

Recently developed by R. Garry Shirtsfor Western Behavioral Sciences Institute,Starpower explores the personal accumula-tion, use, and abuse of power. The game isstructured so that a few participants receivea greater amount of high-value wealth chipsthan the other participants; these same fewparticipants are also provided the oppor-tunity to change the Arles of the game toprotect their consolidation of power. Thepurpose of the game is to have the rulesbreak down, as the disenfranchised power-less participants realize that they cannotwin within the structure of the rules andthey react against their competitors whohave abused the power which they had beengiven by the unequal distribution of wealthchips and privileges. Starpower encouragesthe students to explore the dimensions ofpower and competitive society.

Materials and CostCoordinator's Manual: 16 pp., 51/2" x81/2", stapled paper cover; containsrationale, game procedures and rules,discussion questions, bibliography

No Student ManualAdditional Materials: plastic chips, wallchart, and durable name cards

Classroom set of 35 includingCoordinator's Manual S35.00

Do-It-Yourself Coordinator'sInstructions - S 3.00

Required or Suggested TimeUsually two or three hours are sufficient

for playing the game and debriefing ingroup discussion. However, the length of

time can vary depending upon how quickly.participants perceive and defy the authori-tarian and unequal distribution of chips.Intended Usar Characteristics

This game can be effectively ujed by non-readers and slow learners; nol reading isrequjred, and calculations necessitate onlysimple addition. It is desirable to use alarge room to arrange the participant'schairs into three groups; no tables arenecessary. A large blackboard should beavailable for listing the players' scores. Theteacher who wishes to use Starpower shouldbe fairly knowledgeable about group dy-namics and adolescent behavior, as thegame can often have a strong emotionalimpact on participants, subtly exposingcompetitive aspects of their personalities.

Rations lefand General ObjectivesStarpower was designed to entourage

students to explore the personal accumula-tion. use, and abuse of power in its intimatepolitical relationship to a competitive, quasi-free .market society. Students are expectedto evaluate their own values with respectto striving for personal power and influenceover others.

ContentStarpower is a hypothetical situation in

which what the developers describe as a"low mobility three-tiered society" is struc-tured around the distribution of wealth.Mobility is intentionally limited to the par-ticipants' chances to progress from onelevel of society to another by trading wealthchips with other participants. Once thesociety is established, the group with themost wealth is given the opportunity to re-formulate the rules, which almost inevi-tably are authoritarian and designed to

127

protect the dominant group's control of thegame. The game finally results in break-down in communication, trade, and formalorder a, discriminated players react againstthe unequivocal power distribution andauthoritative rule-making of their moreforturite competitors. The natural develon-ment of discussion during debriefing con-cerns power and its often destructive poten-tial when not wisely and humanely usedfor the benefit of those it affects.

Procedures

Participants are divided and grouped intothree approximately equal-numbcred groupswhich arc labeled circles, squares, 'and tri-angles. Each player receives five chips whicharc of unequal value. The trading in thefirst round begins when participants v;change chips with each other to try toincrease their points. Only "one for one"trades are legal; participaits must shakehands or remain holding hands to con-summate a trade After the trading sessionends, participants return to their groupsand individual scores are tabulated. A bonuschip session follows in which groups must

t 128

decide unanimously who within their groupswill receive the bonus chips. Participantsare then rearranged into thice groups basedon point scores. The cycle is repeated untilparticipants understand that the grouplabeled "squares" has the high scores. Theteacher then announces that, "because theyhave'tvorked so hard," the squares have theauthority to rewrite the rules of the pme.Technically, the winners of the game arethe three players who have accumulated themost points; however, the purpose of thegame is to have the participants reject thestructure of the grins as they perceive itsunfairness.

Evaluative Comments and SuggestionsStarpower offers players a unique oppor-

tunity to explore the concept of power andits implications for a highly-competitivesociety. It generates an extremely high levelof student inierest and involvement. Thedebriefing questions effectively .encouragestudents to explore and develop modes ofthinking and acting against inadequaciesand injustice in contemoorary A,nericansociety, instead of simply accepting inequi-ties with a fatalistic attitur.e.

SUNSHINE

Developers.

Publisher-

Publication Date:Avastab:lity

Grade Level:

Subject Area:

David Yount and Paul DekockInteract CompanySolt 262Lakeside. California 92...401968

From publisher9.12

;merman History and ConteMporary ProblemsNumber of Players. 20.36

OverviewDesc loped 1. two experienced classroom;,..h:7!\ Dasid ant and Paul Dekock.

S./f. n inexp(nsise and easilyosed`,CINCS as

'he 1,1 for a ;b., to four and a halt weekunit of suds t he game coMbines tradi-tral stud: of the histon of the man-sz-io with i simulation experii -,7e thatreno+res students to cope with the realitiesif problems in contemporary corn-ionity life Sr/nil/are is y.ellsulted for usew..th filch school students Teachers shouldhis; ,:kground in nerican history. par-t.cularlY history and would also profit

tfiap background in L S civil rightsnd contemporars urban prob-

lems

Materials and CostOne s 11- booklet wtth removable

plastic. binding. booklet is designed as aguide for the te..eher to use in producingthe game materials each page may belc:nosed indisidualk and duplicated fort, sits aria use booklet contains the fol-

lc-sine6 4uchn.:;o1 Manull 11 pp . includes

t...onale o%e'YTLs, setup instructions.1.me schedule annotated tubliography.sop cs of all sheets wed in the game.nclud.ne Racial Attitudes Tests for-both

Jo. izA .nd whites a reprint from thev,em The Friyironment or

I incu igc tests, a case study, a pro-pos tor Sunshine cats council, aids for-i-Jent-, in planning a persuastsc ypcech.-n.ptitication of parliamentary proce

and an IMPS (image points) bal-ime sheet

.student ?'-'.:nual 2 pp includes informa,6%r the 6(''A n of Sunshine and

tasks to perform during the gameTotal Package (One Booklet) 510.00

Required or Suggested TimeThe developers suggest that this simula-

tion game be used for a period of fromthree to ik it and a half weeks of classroomtime. assuming each classroom period isapproximately 45 minutes long. They sug-gest that "less than ten days will be insuffi-cic for involvement five weeks will prob-ably cause the experience to become stale."Ihe Coordinator's Manual includes a sug-gested four and one-half week schedule foruse of the game.

Intended User CharacteristicsThis siremation game is appropriate for

use by high school students in grades 9through 12: however, it could be modifiedfor use with pi. lor high school students.Research. study. and communication skillsare .unphasized throughout thi ;ululationas it is designed to be the base fur a rela-tively comprehensiVe unit of study. No pre-sious study of the history of black peoplein America is necessary. The teacher shouldhave some background in American history.Including .black history. and it would behelpful for him or her to have some back-ground in U S. civil rights legislation andcontemporary urban problems.

Rationale and General ObjectivesSunshine is one of a number of instruc-

tional simulation games which have beendeveloped by Messrt. 1 Punt and Dekock ofthe Interact Company. All of these gamesare based on the developers' belief in theeffectiveness of applying game theory toctassroom instructi,nal methodologies. It isapparent by the aesign of Sunshine that thedevelopers believe that gaming and simula-tion components can be successfully inte-

129

grated into more traditional teaching unitsto create a new synthesis that encouragesmean ngful student learning and participa-tion. The purposes of Sunshine are ex-plained by the developers in the Coordina-tor's Manual: "Because of their birth asNegro or white at the beginning of thesimulation, and because of what happens tothem in their simulated nmunity, studentsbecome concerned abr. he racial issuesboiling around them in the classroom. Sud-denly sensing somewhat how Negroes andwhites feel, they find they must committhemselves to act. The students learn factsand concepts concerning the history of theAmerican Negro, but the simulation fails ifthat is all they do. For the simulation suc-ceeds only if the students feel compelled touse these facts and concepts to articulatetheir attitudes upon the crucial domesticissue of our time."Content

Sunshine is a simulation game that placesstudents in the roles of citizens of a com-munity called Sunshine. The community hasa population of about 50,000 and is dividedinto six distinct neighborhoods, rangingfrom the low-income, primarily minorityneighborhood, Dead End, to the white andprosperous Heavenly Hills and MountOlympus. Throughout the course of thesimulation, students not only cope with im-proving their own personal life styles andcircumstances and the living conditions oftheir community, but also study the historyof the Negro in America. Their study ofblack Americans and the U.S. Civil RightsMovement complements the sequence ofevents in the simulation. Citizens are eitherblack or white in the role playing; however,the community does have other minoritygroup representation. All the citizens workto improve their self-images (and gain orlose points for their efforts). Circumstancesbeyond the control of the citizens affectthem during the simulation, causing themeither to gain or lose self-image points. Forexample. a white citizens' group who livesin Mount Olympus organizes to prevent anyredrawing of school district boundaries. Allcitizens of Mount Olympus lose ten self-image points and all citizens of Sunshinelose five self-image points because Lifemagazine picked up the story, complete withphotogr .phs. All of the unforeseen circum-stances, both positive and negative, fall intothe categories civil rights (as in the case of

the example above), social relations, hous-ing, jobs, crime, education, and miscellane-ous. Content emphases in this game thuscenter on having students acquire an aware-Sness of civil rights problems in America, anappreciation of the need for citizen involve-ment in resolving civil rights issues, and anunderstanding of the historical basis for thecontemporary civil rights problems facingAmerica today.Procedures

The Coordinator's Manual gives a conciseoverview of the game procedures: "Studentsare first 'born' as ci;izens in Sunshine whenthey pull identity tags from a hat in frontof classmates. These tags show race, educa-tion. job, income, and address. Now havingtheir identities, the students pin on theirtags and move into one of the six classroomneighborhoods. There they begin studyingthe identities of their simulated 'births.' Asthey study, their self-images increase inproportion to the IMPS they earn. However,pressure cards introduced to the game by theinstructor move the community into racialcrisis, for the pressure factors arbitrarilytake away citizens' IMPSparticularlyNegroes' IMPS. Eventually, these pressurescause factions to arise in Sunshine, and thefactions present proposals for their sevencity council members to vote upon (onecouncil member elected from each neighbor-hood and a mayor elected at large). Thesimulation ends with the administering ofvarious 's' knowledge of key generaliza-tions about the history of the AmericanNegro; an attitudes test about racial rela-tions in America; and an essay test evaluat-ing the simulation experience itself. Finally,the test results are tabulated by all who haveparticipated in the simulation."Evaluative Comments and Suggestions

Sunshine is a well-organized and thought-ful simulation game, effectively designed toserve as the base for a three to four and ahalf week instructional activity. If the stu- ,

dents and teacher utilize the materials assuggested by the developers of the game,following the instructions included in theCoordinator's Manual, the participants willenjoy a dramatic and fruitful experience inunderstanding some of the complexities ofblack/white relations in the United Statestoday. The game is inexpensive and easy touse, even by teachers and students used to arelatively traditional textbpok approach tbthe study of American history.

130,

SYSTEM 1

Developer:

Publisher:


Grade Level:

Subject Area:

Number of Players:


From publisher3-12 (Adults)Applicable to any area

Individually or in groups of 2 to 4

OverviewThis is a unique instructional game.

Instructional Simulations, Inc. has struc-tured a game process which may be usedwith many different types of materials inalmost any subject area and almost anygrade level. The instructor is able to develophis own cognitive materials to work into thegame. The game objective is to have stu-dents become familiar with the process ofinformation classification.


Cardboard box, 111/4" x 14" x 21/4 ",contains the following:

Coordinator's Manual: 18 pp., 6" x c'",stapled paper cover

Additional materials: Four 2-sided vinyl-coated scored Information Display Sur-faces; 6 sheets of adhesive-backed paperfor making data units; 160 plastic tilesfor data display; 4 data storage units foidata cataloging; and 1 metal and plastictiming unit

No Student Manual is provided.The teacher may be required to provide

verification sheets or other reference ma-terials, performance record sheets, andadditional adhesive-backed paper.

Game is compact, durable, ana easy tostore. Although game pieces are easily lost,they can be replaced with little effort.


Required or Suggested TimeThe game can played in any amount

of time which is determined appropriate bythe teacher. If individualization of instruc-tion is deemed desirable, students may workwithin the game rules at their own rates.

131

The game may be used repetitively if drillin classification exercises is desired.

Intended User CharacteristicsSystem I is appropriate to a variety of

users. The gaming procedure is simpleenough that the game can be used with mid-dle elementary school students and also withadults. The crucial element in this game isteacher preparation. The teacher defines thecontent to be used, sets up the specific rulesof the game, and plans the sequence of thelearning tasks. The game can be used by stu-dents individually or in groups. The gamecan be played in most classrooms; however,students need to have desk-top space onwhich to work.

Rationale and General ObjectivesIt is the position of Instructional Simula-

tions, Inc. that students prefer to learnthrough interaction. When given tasks orproblems to solve, students, if given achoice, can learn effectively in a gamesituation. Although the specific Objectives tobe attained when' using System I are se-lected by the teacher, in general the gameprovides a means whereby students canbecome familiar with the anethodology ofinformation classification. Students becomeactively involved in working with subjectmatter rules and principles and are givenan opportunity to translate learned materialsinto action.

ContentSubject matter content used in System I

is selected by the teacher. The gaming pro-cess is built around classification matrices.In the social sciences, for example, studentscould classify artifacts (anthropology), landforms (geography), family roles' (sociol-

ogy); legislation (civics or nolitical sci-ence), personality characteristics (psychol-ogy), goods and services (economics), andevents (history). The game is not confinedto the social sciences; for example, it canalso be used in the physical sciences andhumanities.

ProceduresDetailed procedures for implementing

System I are flexible. The teacher shouldcarefully convey to his students the ruleshe devises to be used in a particular game,including specification of correct or accept-able responses. In general the followingprocedure, found in the Coordinator'sManual, is recommended:

1) define the learning objective forindividuals, for game sets, or teams;

2) introduce any new subject matter dataunit (by way of an explanation);

3) outline general game rules and theircorrespondence to subject matterrules;

4) outline briefly what rewards, scoring,and records will he used,

5) indicate how peers will serve in infor-mation exchange and verification pro-cedures and how information will heverified ;

6) indicate length of time for System Iuse, including length of time for eachturn;

7) indicate whether any portion of theday's work will be used for achieve-ment testing or not;

8) begin sample test run, unless Syst,,m Ihas been previously used; and

9) then select a starting participant ineach game set using a random orpast achievement factor.

Evaluative, Comments and SuggestionsThis is a unique game design which

allows the teacher to furnish his own con-tent and rules. This design could cause agood hit of confusion until a teacher be-comes familiar with the gaming procedure.The game idea is very simple, but can tendto he confusing when reading the Co-ordinator's Manual. It is probably best totry the game out with a very simple classi-fication system (e.g , vegetables, fruits,meat) before proceeding to other subjectmatter areas. When used in classes atConcordia Teacher College in Seward,Nebraska, the student response was verypositive Students seemed to be highly moti-v ted toward use of classification systems asa result of their experience with the game.

132

TRACTS

Developer:

Publisher:


Subject Area:

iNumber of Pla'yers:



InterdisciplinaryGeography, Political Science, Sociology,

and Urban Studies8.48

OverviewTRACTS is a strongly realistic simulation

which illustrates the problems of land usein the city. It is designed to allow studentsto participate in a decision-making processin order to understand the operations ofvarious interest groups which are involvedin city planning. In addition to communica-tion skills, students will learn the im-portance of negotiation and compromise inmaking decisions. Although TRACTS wasdesigned for use in the high school class-room, it can be used as a training or orien-tation exercise for city planners and servicegroups interested in city planning.

Materials and CO tMaterials Package:

Vinyl looseleaf notebook, 101/2" x 11",contains the following:

Coordinator's Manual: 18 pp., 9 Vs" x101/2", looseleaf, durable cardboard; in-cludes rationale and objectives, playingprocedures, record forms and an expla-nation of their use, and policy guide-lines for each of the four simulatedcommunity sectors

Student Materials: four Sector Manuals,one for each simulated community sec-tor; each is 16 pp., 91/2" x 101/2", loose-leaf, durable cardboard; each includesrationale and objectives, p:ayiag proce-dures, record forms and an explanationof their use, and policy guidelines

Additional Materials: one pad of TractsRecord Sheet: 1 pad of News ReleaseFcnns; 1 Property Purchase AgreementForm; 2 envelopes containing 8 each (1per round) land value keys for the In-dustrial Sector and the Urban Housing

Development: 2 cards with land valuekeys for the Planning Commission andPrivate Land Development Sectors


The materials arc designed to be used in50-minute time periods for a total of fourto five class periods. Students can success-fully play this simulation many times: theywill learn to employ new strategies eachtime they participate in the simulationprocess.

Intended User CharacteristicsParticipants must be able to read at a

9th-grade level and do simple mathematicalcalculations. No previous knowledge ofland use and value is necessary. Although itis intended that students will acquire com-munication skills in using this simulation.advance mastery of such skills would bebeneficial to participants. The instructorwill need to spend time in preparation be-fore introducing the game to students.TRACTS requires a large classroom whichprovides privacy for four discussion groups.These discussion groups may also work inseparate rooms.

Rationale and General ObjectivesInstructional Simulations, Inc. has de-

veloped TRACTS as a simulation whichillustrates the problems of planning for landuse in the core city. The simulation- hasbeen designed to- indicate how many fac-tors interact to determine the value of land;e.g. supply and demand, efforts of interestgroups, and occupation density. As statedby the developers, the learning objectives ofTRACTS enable students to "develop and

133

pursue a land-use and land-holding strategyconsistent with a policy; devise, test, andapply a resource-use strategy consistent witha group objective; plan methods for exert-ing pressure and influence against othergroups to achieve a goal; find areas fornegotiation and compromise within a policystatement that assures shared benefits; formcoalitions and alliances based on sharedinterests; and exercise democratic principlesthrough a city council in forming consensusand agreement."

ContentFour community sectors, representingprivate land developers, urban housing de-

velopment, a Manning commission, and in-dustry interact to plan the use of 16 cityblocks. Each group has a particular concernwhich ranges from social, cultural, andaesthetic to economic. The four sectors havecapital, land, press units, and policy guide-lines in different combinations within eachsector. Given these resources, groups devisestrategies to achieve their goals. Participantswill encounter concepts such as pressuregroups, influence, and policy and will ex-plore relationships between buying and sell-ing procedures and between land as a fixed-use commodity and a changing-use com-modity. The participants will gain skills incommunication, bargaining, decision mak-ing, and compromise.

Procedures

The instructor organizes four groups ofapproximately equal number. The groupsare separated and establish headquarters indifferent areas of the room. Participantmanuals for the various sectors are dis-

tributTd, basic instructions are given, andthe general purpose and operational proce-dw.c., arc reviewed.

Each sector selects a spokesman, a citycouncil member, and a recorder; eachgroup proceeds to devise and initiate open-ing strategies, e.g., selling property, purchas-ing property, and planning publicity. Fol-lowing this Initial session, the simulation isdivided into two 15-minute periods whichrepresent four months; at the end of the 30minutes, a city council meeting is heldwhich lasts no more than 20 minutes. Thegame is designed to end after eight 15-minute periods and four city council meet-ings have been completed.

Each sector has a land value key whichis different for the four sectors and whichchanges at the end of each 15-minuteperiod. Participants base their decisions onthe different land values which exist withineach 15-minute period.

Rules are flexible and students may becreative and original in their selection ofstrategies. TRACTS is developed with atightly structured model and chance playslittle part in the outcome of the simulation.There is little competition among studentsfor points; rather, the nature of the simula-tioninvolving control of land usepro-vides the incentive for competition.Evaluative Comments and Suggestions

The complexity of TRACTS requires thatthe instructor thoroughly familiarize himselfwith the simulation before playing. Advancereading by the student of the purpose,operation, and starting procedures which arefound in the Participant's Manual will leavemore class time for use of the simulation.

134

/

TRADE-OFF AT YALTA

Developer:

Publisher:


Subject Area:

Number of Players:

Daniel Caleb SmithWoodlands High SchoolGreenburgh, New York

Scott Graphics, Inc.Educational Division104 Lower Westfield RoadHolyoke, Massachusetts 010401972

From publisher

7-12

American History, International Relations, and World History12-30

OverviewIn Trade-Ofl at Yalta, the controversial

1945 conference of the Second World War's"Big Three- Roosevelt, 7htirchill, andStalinis recreated. Assuming the roles ofconference participants and advisers, stu-dents are confronted with five major prob-lems v,hich faced the Allies as World WarII in Europe was drawing to a close. Deal-ing with one problem each round, the taskof the conferees is to arrive at a settlementwhich all can endorse. As in reality, thiscan only be accomplished through hardbargaining or "trade-off." When all fiverounds have been completed, players areinformed of the actual agreements made atYalta with respect to those problems, andcomparisons are made between the simula-tion and reality.Materials and CostMaterials Package:Cardboard box, 121/2" x 121/2" x 21/2".

contains the following:Coordinator's Manual: 40 pp., 8" x 10",stapled paper cover; includes rationale,behavioral objectives, historical back-ground, list of materials, instructions forplaying and debriefing, bibliography,transcript of record, and copies of players'role identity cards.

Student Manual: Adviser's Briefcase, 24pp., 6" x 12"; includes historical back-ground, instructions for playing, problembriefings, and "documents" relating tothe problems; 20 per package

_ Additional Materials: 30 profile cards. 30folders (Summary of Yalta Agreement),10 copies of a reparations statement (inRussian), and 1 envelope containing topsecret message


Required or Suggested TimePlaying time is flexible, depending on

how many rounds are played and what timeconstraints the teacher imposes on eachround of play. A full playing of thl gamecould easily involve four or five classperiods of 45 to 50 minutes each; but thegame can he shortened to two or threeperiods. At least one period should bereserved for debriefing.Intended User Characteristics

The student manual, Adviser's Briefer:seis well organized, Ind all materials ateclearly and simply worded. This, combinedwith the relatively simple structure of thegame, makes it within the reach of averagejunior high school students without beingtoo easy for upper level senior high schoolstudents. No mathematical skills are in-volved. Thirty roles are identified, but thegame has been played successfully with asfew as 12 by eliminating a proportionatenumber of advisers from each team. Allnecessary materials for playing are includedin the game, and the teacher needs only tomake available a playing area large Enoughto provide privacy for each of the threegroups into which the class is divided.Rationale and General Objectives- The game is designed to give studentsexperience in the process of negotiation andto demonstrate how compromise is reached.Students learn that if they are to reachagreement, yet protect their own interests,they must trade-off things they want inorder to get things that they want more.This involves setting priorities, attemptingto estimate the other parties' priorities, andplanning diplomatic strategy. From a cogni-tive standpoint, players should come awaywith an appreciation of the complexity of

135

the problems left in the wake of World WarII. "I he game also has some importantan-cense dimensions By play ing the rolesof negotiators and advisers in a complexinternational situation, the players shouldkat n some basic skills of negotiation andcompromise which they can apply to prob-lem situations which confront them intx.isonal situations.Content

Trade -Off at Yalta simulates the secretwar-time conference of February. 1945. inwhich Franklin D. Roosevelt, WinstonChurchill. and Josef Stalin made agree-ments which were to affect the destiny ofmankind for generations to come. Most ofthe roles and all of the problems to besettled are authentic: and all of the informa-tion provided about them is at least realis-tic, if not real. Besides the "Big Three."other roles include various advisers frommilitary, foreign aflairs, and economic agen-cies of the three covernments. The nego-tiating is done only by the "Big Three" withthe advisers playing a supportive role. Theplayers approach problems one at a time.and seek a compromise agreement which allparties can endorse. The five major prob-lems are I) Polish Borders. 2) Keeping thedstwar Peace. 3) he Far Eastern Situa-tion. 4) The Master. of Germany. and 5)Reparations A briefing on each problem isprovided Each- problem statement is alsoaccompanied by a set of realistic memos,cables, news items, etc.. designed to givethe players a better understanding of thesituation and an indication of the mood ofothers. When all five problems have beenre'.olved. the simulation ends and debriefingbegins. In the debriefing session, the actualagreements made at Yalta are revealed.Players can measure their own success attrade -off with the results of the originalconference. They can go on to speculateabout why Roosevelt, Churchill. and Stalinmade the agreements they did. and howthose agreements helped to set the patternof events in the post-war era.

ProceduresBefore the game begins the class should

be prepared by an overview of World WarII up to the tim, of the conference andshould be aware of the Allied strategy forthe final defeat of Germany They shouldalso have a general knowledge of the char-acter and personality of Roosevelt. Chur-chill. and Stalin. However, they should havelittle or no knowledge of the Yalt . Confer-ence and the agreements there "I he teacherdistributes to each player a profile card andan Ailrher's Bo. 'ease (all identical) whichthe class reads together The teacher an-nounces the first problem. Polish Borders.and presents the appropriate introductorymaterial. he players divide into respectiveteamsAmerican. English. and Russianto read the appropriate sections of theirAdviser's BrwAtiser and plan their strategy.When these sessions have been completed,the teams assemble for the conference andnegotiate until they can set forth theirunanimous position, The same proceduresare iepeated for each round of play. Thenumber and time of rounds are left to theteacher's discretion. When all rounds havebeen completed. the class assembles for de-briefing Each player receives a copy of the"Summary of Yalta Agreement."

Evaluative Comments and SuggestionsTrade -Ofj at Yalta is very well adapted

to classes in United States history, worldhistory. or international relations. particu-larly if they are dealing with the period ofWorld War II and the post-war era. Thematerials are historically authentic and wellorganind. If the players identify well withtheir roles and the gravity of the problems,the teacher's main difficulty will probablyhe inadequate time, trying to simulate in arew hours a process that involved manyweeks. However, within these time con-straints. Trudy -Off at Yalta can be an effec-tive instrument for introducing students tothe process of diplomacy.

136

TRANSACT

Developers:

Publisher:


Subject Area:

Number of Players:

James E. Davis and Suzanne Wiggins Helburn

Addison-Wesley Publishing Company, Inc.2725 Sand Hill RoadMenlo Park, Ca Muria 940251973

From publisher9.14

Economics

20.48

OverviewTransact is taken from Economics in

Smiets., a six-Yolame social studies pro-grant for use in grades 9 through 14. Thegame can he used in economics courses crin any social studies course in which theteacher wants students to experience marketactivity Transact is an active sintulationdesigned to stimulate student activity andinterest. A minimum of 20 players is re-quired. but as many as 48 players canparticipate. The game coordinator needsbasic theoretical and practical knowledge ofthe operation of the market.Materials and CostMaterials Package.Manila envelope. .9" x conta.,following:

Coordinator's Manual: 4 pp.. 81/2" 'x 11",paper pamphlet: includes instructions fororganizing the game, hints on ways ofconducting it, suggestions for debriefing.and models for constructing the marketrecord sheet and individual score sheet

Additional Materials: 28 seller cards and28 buyer cards, each 57/8" x 4"

Total Package S6.00Required or Suggested Time

The developers recommend one hour forconducting Transact. and suggest that thetime be used as follows: ten minutes toexplain the directions and begin play: 20to 30 minutes for actual trading sessions;15 to 20 minutes to debrief the activity.In general, the larger the group the moretime it will take to manage the game.Intended User Characteristics

Transact can be used in grades 9 through14 to study the concept of market. There isno reading required. Each player keeps hisown score and must he able to do simpleaddition- and subtraction. The game- co-ordinator should be able to assist the mu-

dents in ar.ayzim,, the transaction periodand in under,tandinn the concepts of markecompetition and market equilibrium. Thenoise level can become very high during thetransaction period, so a room should bechosen where this will not disturb others.Poster paper, a chalkboard, or an overheadtransparency is required for making aket record sheet which the entire etas.-see.

Rationale and General ObjectivesTransact was designed as a p-,.irket simu-

lation, because the developers believe thatstudents making transactions on a competi-tive basis will cxpedence and understandto incentives of real buyers and sellers as

seek to avoid loss and make a profit.and lielburn state that "This experi-

nce should increase student awareness ofthe real world situation which the game ispatterned after and create a high level ofclassroom interaction." The developers ex-pect that students should: "1) becomekeenly aware of the nature of market com-petition by playing buyer and seller rolesin a market situation. In particular, playerswill become aware of the information valueof the going market price in helping buyersand sellers make decisions: 2) know thatcompetitive market interaction results in atendency for prices to move toward equi-librium: 3) identify some factors whichaffect profits and losses in buying andselling."

ContentTransact simulates a wholesale market

with cords of wood representing theproduct being sold. Buyers attempt to pur-chase cords of wood at the lowest costpossible, while sellers try to get the highestprice they can. As each attempts to mini-mize cost or maximize profit, the market

137

tends to stabilize or move toward equilib-rium where the prices sellers are asking andbuyers are offering are the same. Thus,students actually experience the economicconcepts of market, competition, buyer, sel-ler, profit, loss, and equilibrium.Procedures

The class is divided into two groups,approximately equal in size: one group role-plays buyers and the other group, sellers.Roles cannot be switched during the courseof the game. Students are given individualscore c;leetc on which to record theirtransactions, and a market scorekeeper isappointed to record all reported transac-tions. The game coordinator may assume thelatter role if he wishes all students to par-ticipate in the market Each student receiveseither a buyer or seller card according tothe group he is in. A typical card for sellersmight he: "You are selling one cord ofwood Try to get the highest price possible.However, you should not take less thanS100.00 unless you decide to take a loss."A buyer card might say: "You are buyingone cord of wood. Try to pay the lowestprice possible. However, you should not paymore than S90.00 unless you decide to takea loss " 1 he prices on the buyer and sellerctlrds vary, with the majoiity ranging fromS40.00 to $70.00. Students can negotiateonly in five or ten dollar multiples, i.e.S100.00, S95.00, $90.00, etc. At a givensignal students meet in the center of the

r

room and try to find someone with whomto negotiate, following the directions ontheir cards. After a transaction is agreedupon, the seller reports it to the marketscorekeeper. Buyer and seller both recordthe transaction on their individual scoresheets, return their cards, get new ones. andbegin bargaining for another transaction.the market scorekeeper records the first 15transactions as a group, then the second 15,and so on This process continues until thegame coordinator calls a halt. Participantscan make one more transaction, and thencalculate their total transactions and netgains or losses. Debriefing should followimmediately and should focus on: I) indi-vidual reports of net gains and losses; 2)students reactions to the experience; 3) theclustering of prices around the middleS55-S60; and 4) the relationship betweenthe simulation and a real world market.Evaluative Comments and Suggestions

Transact is a simplified version of marketcompetition. As such, it is useful in teachingstudents the roles of both buyer and sellerin the market. The game coordinator shouldbe able to adequately explain questionsabout real world markets which are notdealt with in the simulation. It might alsohe advantageous to substitute a commoditymore familiar to the students' daily lives.Although this would not change the char-acter of the game. it might add somewhat tothe level of interest.

'38

TRIANGLE TRADE

Developers:

Publisher:


Grade Level:

Subject Area:

Number of Players:

Russ Durham and Jack Crawford

Simulation Systems ProgramUnited States International UniversityInstructional Development DivisionP.O. Box 1028Coyvallis, Oregon 97330

1969

From publisher7-12


OverviewThis game is a simulation designed to

acquaint participants with the economicstructure of the New .England colonies andthe mercantile philosophy of Great Britainduring the 17th century. It is designed foruse with both junior and senior high schoolstudents, primarily in American historyclasses. Triangle Trade stresses cognitiveachievement more than many instructionalgames presently on the market. The devel-opers inclthic a list of behavioral objectivestogether with s.iggested tev. items. Tnis i3 aninexpensive game, since the teacher gathersand produces the' materials needed accord-ing to directions provided in the Coordina-tor's Manual.


Coordinator's Manual: 25 pp., 9" x111/2", includes the following: copies ofall materials necessary to conduct thegame; money, role sheets, overheadtransparencies, trading cards, sales rec-ords, loan contracts, port receipts,clearance papers, player informationsheets, introduction and background in-formation, list of behavioral objectivesand test items, pre-game briefing sectionthat explains the mercantile system andincludes 12 transparency masters, dia-gram for classroom arrangement, sectiondescribing how to introduce the game tostudents, suggestions for post-gameevaluation and follow-up activities, guidoeito assembling the game resources, andbibliography of reference books andaudio-visual aids

Total Package (Manual only) $15.00

139

Required or Suggested Time ,Three to four hours will be required for

use of this game, including pre-game brief-ing and post-game debriefing.Intended User Characteristics

The game requires only a small amountof reading for study of role sheets, but it isessential that players read and understandtheir role sheets thoroughly. Students whoplay the banker, the distiller, and the tortauthority must be able to handle a greatmany simple arithmetic computations. Theteacher must be willing to spend the neces-sary time to prepare the materials to be usedin ti.e game and a large room should beavailable for use It would be helpful if heor she not only has an understanding ofAmerican history, but also some back-ground in economics.Rationale and General Objectives

The purpose of this game is to providestudents with an understanding of the eco-nomic structure of the New England colo-nies and the mercantile philosophy of GreatBritain during the 17th century. It studentshave to assume responsibility for what theylearn and are actively involved in the learn-ing process, the developers believe that theywill be more interested in what they arelearning and will learn more quickly. Fur-thermore, the developers believe that learn-ing through a simulation process increasesthe opportunities for students to gain experi-ence in analytical thought and practice inmaking decisions.

The developers have listed the followingcognitive objectives for students to achieve.The learners will:

1) list the following information about

the particular triangle trade route coveredin the exercises: the products traded in tri-angle trade, the sources of the productstraded, and the locations of where theproducts were traded:

2) identify the game functions of at least75q of the various players participating inthe game:

3) list three reasons why the New Eng-land colonies did not fit into the Britishmercantile systcm:

4) identify at least two environmentalfactors which helped establish shipping in-terests as the main commerce activity in theNew England colonies:

5) state two reasons why the British gov-ernment opposed the triangular trade route:

6) explain with two reasons why theNew England colonies established theirtriangle trade system:

7) describe the influence of the Britishmercantile systcm on the economic dewlop-trent of the New England colonies:

8) describe how the British revenue col-lected from the shipment of French molas-ses from the West Indies to New Englandwas affected by the acceptance of bribes bythe British Customs Service:

9) explain how the establishment of theNew England colonies by Great Britain wasintended to further the interests of theBritish mercantile system: and

10) describe how and why the PrimeMinis lei attempted to enforce the collectionof duties levied on French molasses carriedby New England shipmasters.Content

If the students become successfully in-volved in this game, they are sure to gainsome cognitive understandings about thetriangular trade procesv Some players be-come shipmasters and move from one har-bor to the nex-Nti-a3,1ing rum for slaves andgold in Africa..trading,slaves for sugar andmolasses in the West Indies, and carryingthe sugar and molasses back to New Eng-land where it will be made into more rum.During this procesc, the shipmasters have todeal with planters, port authorities, bankers,and the British Navy. The participants areable to see why colonists of New Englandwanted to trade with countries other thanEngland and why England found the NewEngland colonies expensive to administer.The participants also gain some understand-ing of how it felt to be living in colonialAm:rica in various commerce-related roles.'As the participants "wheel and deal" withone another, they practice skills of effective

communication and enjoy the art of persua-sion.

ProceduresThe participants are seated around a large

table in the center of a room, as indicatedin a diagram in the Coordinat,.'s Manual.The table serves as a game board with threecorners of it representing ports in New Eng-land, Africa, and the West Indies ShipmasterA places his ship in the New England port.B puts his in the African port, and C placeshis in the West Indies, and the game is readyto begin First, however. the's:frac coordina-tor should review the sh ?masters' roleswith the entire class, for this is the tole thatstimulates most er: the interaction. Thegame coordinator should also check to besure every player unders'ands the specialrules that apply to his particular role. Thegame begins l'y each shipmaster moving hisboat to the next port and trying to completehis business transactions within a ten minuteresod of time This ten- nonuse period simu-ites one month of actual time and repre-

sents the amount of time It takes to cross theocean ant: complete business transactionswith the rum distiller, the slave trader, fa:the West Indies planter. Each shipmastertries to sell his cargo and purchase ne,cargo to take to the next port. At the sametime, he must deal with the demands ofgovernment officials as well as pressuregroups like the abolitionists and lobbyistsfor the British West Indies planters. At theend of each month (ten minutes), he eithermoves his boat to the next port or stays inthe same port for another month. The gameis considered completed when 12 monthshave been played.

Evaluative Comments and SuggestionsThe environmental model used in this

game is based on a very select representa-tion of reality. However, it contains thoseelements of reality necessary to achieve thedesigners' purpose. The game itself can bevery effective in helping students to acquirea great deal of information about a particu-lar period in American history, gainingcommunication and game analysis skills inthe process. The Coordinator's Manual isunusually comprehensive. The game designand description of roles allow some degreeof flexibility for the participants but limitthe game outcomes to various predictablechannels. Students definitely should havesome understanding of the mercantile sys-tcm before playing this game. Again, it ishelpful if the teacher has some backgroundin both American history and economics.

140

THE UNION DIVIDES

Developer:

Publisher:



Olcott Forward Publishers, Inc.Olcott Forward Publishers, Inc.234 North Central AvenueHartsdale, New York 105301971

From publisher7-12

American History and Political Science20-30

OverviewThe Union Divides is a simulation game

designed for junior and senior high schoolstudents to explore the conflicts the UnitedStates faced during the years from 1850 to1861. The game can be used as a one- totwo-week unit of study..Such issues as ex-pansion versus containment of slavery intheterritories, federalism versus statesrights, agriculture versus industry, andproperty rights versus human rights areconsidered by students, playing roles ofstate governors; as factors which broughtabout sectional tension and civil war. Animplicit probleM, acted out in the processof simulation, is the question, "What con-tribution did the extremists (both northernand southern) make to sectionalism and tofinal outbreak of the Civil War."


Cardboard box. 131/2" x 121/4" x 11/2",contains the following:

Coordinator's Manual: 39 pp., 61/4" x 9",stapled paper cover: includes rationale.directions for playing, transcript of therecord, historical background informa-tion to the game, suggested follow-upactivities, and bibliography

Student Manual: 16 pp.. 6" x 9", stapledpaper cover; includes rules for the game,historical background to the game, de-scriptions of the issues presented in eachof the 7 rounds

Additional Materials: 1 long-playing331/2 rpm record; 30 governor profilecards; 8 copies of the newspaper, "TheCapitol Gazette"; 3 telegrams; 1 log ofthe ship Baltic: 2 wall charts; and 1 copyof Kenneth M. Stampp's The Causes of

141

the Civil War (186 pp., Prentice-Hall.Inc., 1965. S1.95)


Required or Suggested TimeEach of the seven rounds can be played

in a 50-minute class period. Minimum brief-ing and follow-up discussion will requirean additional two classroom sessions.

Intended User CharacteristicsThe developers suggest that the game

may be introduced in a history course afterthe class studies expansion wcstward andsectional attitudes toward slavery." Thegame can be played in a traditional class-room that is large enough to allow studentmovement and enable them to speak to-gether in large or small groups. The gamerequires no student mathematical computa-tion. The student materials provide ade-quate background for sound, informed dis-cusgions. The teacher should act as aresource and advisor. The developers alsosuggest that the teacher may desire tobalance the composition of the participantgroups to assure that all issues and view-points are represented effectively and tofacilitate group interaction.

Rationale and General ObjectivesThe Union Divides was Jesignec: to illus-

trate social, political, philosophical, andeconomic differences between the North andSouth that contributeo the outbreak ofthe American Civil Wt.r. Among the objec,tives listed in the Coordinator's Manual arethe following: 1) students become aware,crisis by crisis, of how a nation's unity andstability can be disrupted to the point ofcivil war; 2) students discover to whatdegree part events compare to presentevents. e.g., how does Lincoln's role in pre-

r

paring the U.S. for war compare to those ofJohnson and Nixon: 3) students considerwhcthcr past events were inevitable orwhcthcr they were su' jest, at least in somedegree, to human will: and 4) students gainpractice in understanding and interpretingsimple source materials.Content

Assuming the roles of 30 state governorsmeeting in Philadelphia periodically duringthe years 1850 to 1861, players confrontseven sectional issues which must be debatedand resolved by majority vote. The succes-sive rounds follow the chronological devel-onment of increasing regional tensions, asgovernors decide whether or not the unityof states can be preserved. In Round One.entitled "The Admission of California,"students discuss whether or not slavery,should be allowed in a new state. In RoundTwo, "Kansas-Nebraska Act," studentsconsider whether people in terri'aries candecide for themselves to_ allow or abolishslavery. Round Three, "Dred Scott Deci-sion," stimulates participants to ask ',hatthe historical consequences for the U.S. VIIbe if blacks are continually deprived of fulrcitizenship and human rights. In RoundFour, "John Brown's Raid," students reflecton the federal government's rrrponsibilityfor recogniztng slavery and protecting slave-holders in states and territories whereslavery exists. Round Five, "Black Aboli-tionist Movement," asks students to considerwhether states should outlaw incendiarywritings advocating slave rebellion and civilviolence. Round Six, "South Carolina Se-cedes," asks students to discuss whether anystate can legally and justifiably secede fromthe Union. In Round Seven, "The UnionLoses Fort Sumter," studentl 'considerwhether the events in Charleston Harborleave room for peaceful resolution. Follow.up activities encourage the students to com-pare the simulation outcomes with the,actualhistorical occurrences, and to make appli-cations to contemporary events.

ProceduresPlayers assume the roles of 30 governors

representing four equally proportioned in-terest groupsnorthern moderates, southernmoderates, northern abolitionists, and sou'h-ern extremists. Each student receives a pro-file card describing his state's economic andpolitica! background and his philesenhi-,stance on current sectional isries as go,er-nor of the state. Each participant also re-ceives a handbook describing the sequenceof play and historical information relevant

. for making round decisio-i, The format foreach round is similar. round beginswith a recording, newspaper account, ortelegram dispatch which nr,sents a dramaticaccount of the issue introluced. Each groupmust review and discuss information, pre-sent position statements, and vote. Absten-tions are not allowed and players areencouraged to shift alliances, trading sup-port to benefit their own state's position.Each issue is voted upon and carried bymajority rule. Individual .points are scored,depending on whether a governor's positionallies with the majority rule. The winner

, is the interest group with the highest num-ber of points gained after the seven rounds.

Evaluative Comments and SuggestionsThis is not a highly complex game, yet

the materials realistically reflect the histor-ical issues presented. The game is based ethou ntful research and adaptation of pri-mary and secondary sourc: material. Be-cause the time required for playing thecomplete game is long and the round for-mat and roles remain constant, the gamemight be modified by having student, workwith . upplementary materials betweenrounds. Sorae additional resources are sug-gested in the Coordin'ator's Manual. Al-though the rationale, objectives, supportmaterials, and procedures for implementingthe game are explicit, more specific sugges-tions for debriefing and follow-up would behelpful tc many teachers.

142

VALUES IN ACTION

Developers.

Publisher,

Publication Date.Availability

Grade Level:

Fannie Shaftel and George ShaftelHolt. Rinehart and Winston, Inc.383 Madison AvenueNew York. New York 100171970

From publisher4.6

Subject Area: H Relations, Social Problems, and Values ClarificationNumber of Players: 3.36

OverviewI aqui 4crion is a media kit designed

t.cr ',sub elementary school students Thet: includes tin indisidual color filmstripsatth a,compansing records and a compre-bensise Coordinator's Manual The film -%tr.ps .Ire 41.Cd to present sallies dilemmas toc,ne ptoph.- dilemmas that are Tele\ antInd interesting to a .ide range of studentsf hrough role pl.:y and discussion tech-oup.es students are to understand morefolic the complexities of problems %Fitchta.c them and other people, and to translatetheir learning (wet-ten:es into means formore effectie sopmc v.ith %alms conflictsrid problems that face them in their dull.

lases

Materials and CostMaterials Package

Cardboard box. 13" x 17', contains thefollowing

Coordinator's Manual Voluec in Action.Its Fannie and George Shaftel R4 pp

a s stapled paper corer. includesationall for calues education throughrole placing. theory and methodologyfor role - placing and tor discussion tech-mmies, instructions for use o' accom-pin,ing media and lesson-by-lessonsuggestions for the teacher, with recordtranscript

Additional Materials 10 color filmstrips:3 accompnsing 3.P. rpm records


Required or Suggested TimeThe developers make no suggestions for

the length of tit o.cessar, for each of thenine les.sc.ns roar placing depends to a greatextent upon the spontanc ms responses ofthe children to each situation, thus enact-ment time can cats greatly Fach of the les-

143

sons. hosseser. requires a minimum of onehour of classroom time for effectne use.

Intended User Characteristicsrhese materials appeal to and are effec-

t:se vith a ,side range of elementary acestudents because of their values emphasis.%%filch is rele%ant to most young people, andbecause the filmstrips po-tray young peopleof diserse economic and ethnic backgrounds.Teachers need no prix training for use ofthese materials: the Coordinator's Manual isthorough in explaining role- playing andproblem discussion procedures and a dem-onstration lesson is included on one of thefilmstrips The teacher should, however. beccilling to accept students' spontaneous andsometimes "unacceptable" responses as theycope %.ith both role-play and the experienceof analyzing their own and other people'ssalues.

Rationale and General ObjectivesThe follossing rationale and objectives are

offered by the Shaftels in the Coordinator'sManual: "Every day, children make deci-sions in their life encounters that both shapeand reflect their values . . . Children needhelp in confronting the te.any dilemmas intheir lives. It's not always easy to decidehob to choose an action. Schools can helpchildren explore the many decisions theymake. If this exploration is done in theclassroom . . . in public . . . values are(can he) clarified and can grow into sociallyresponsible decisions." The developers seerole-playing as a. means whereby studentscan clarify their values and learn to takeresponsible problem-solving action. They ex-plain role-playing as "a group problem-solving process . . . when, . . . under heskillful guidance of a teacher, children candiscoser for themschzs the consequences of

t'ark.ns lines of action." In addition, accord-ing to the developers, through use of thesematerials students ill improve their abili-ties to communicate verbally and non-verb:114. experience dialogue and idea-sharing with an understanding adult: learnto anal)7e problems. and make more effec-tive problem-solving decisions.

ContentValues in Action revolves a reund nine

different problem situations, each of whichis presented to the students in the form of asight and sound filmstrip. The tenth filmstripis a demonstration lesson of one of theproblem situations. Each of the problemscan be used as a vehicle for role-play, dis-cussion. or both. All of the problems arerelevant, interesting, and of concern to ele-mentary grade school children. One of thesituations has to do with the dilemma posedtt hen a group of guys. having stayed afterschool, starts playing with the lens to a filrstrip propector and accidentally breaks it.Three of these youngsters were staying afterschool to be punished for an earlier miscon-duct. One of them was there just to keep hisfriends company. He. Johnny. disagrees withthe devious means his friends are consider-ing in order to avoid "getting caught" fortheir latest escapade: however. Johnny isalso concerned about "squealing" on hisfriends and possibly losing their friendship.Each of the lessons poses a similar valuesdilemma. Throughout either role-play of thedilenfmas. discussion. or both. students gaincommunication and analysis skills and de-velop increasingly sophisticated thoughtprocesses. As a resuit, the basis for formingresponsible patterns of social action isdeveloped.

ProceduresEach of the nine lessons begins with the

presentation of a filmstrip and recording.Afte viewing the filmstrip, the teacher and

144

students normally d cuss the problem situa-tion they hate ju seen portrayed. As theydiscuss what h ppened, the teacher canguide the stt:du is in considering variousways the dilem a might be resolved. Thediscussion can eit r develop further, or theteacher can sugge, that some of the stu-dents enact what- ey think might happennext and how th problem might be solved.If the situatio is role-played, the teachershouid lead st idents to consider the conse-quences of the action. Examination of con-sequences. hot ever, should also be animportant part of the discussion technique.even without s dent enactment of the situa-tion. Students' and the teacher should con-sider a variety of possible alternative meansboth positit 'and negativeto resolve theproblem. At th sion of the activitythe students should analy their experience.hopefully corning to conch ions about pos-sible effective means for problem resolution.

The Coordinator's Manua plains thestep-by-step sequence of events necessary forboth effective role-playing and group discus-sion. Suggestions are also made for use ofeach of thenine instructional activities.Evaluative Comments and Suggestions

Designed for thoughtful role-playing, dis-cussion, analysis, and evaluation of real-lifevalues dilemmas facing young people, theValues in Action matelots can be very effe,:-tive instructional devices. The Coordinator'sManual contains one of the most explicit,comprehensive rationales for ono descrip-tions of the use of role-play for the instruc-tion of young people that is available at thepresent time.

ReferencesShaftel, Fannie. and George Shaftel.Role-Playing for Social Values: Decision-Mligng in the Social Studies. EnglewoodCliffs. NJ.: Prentice-Hall, Inc., 1967. 431PP.

WHEELS

Developers:

Publisher:


Subject Area:

Number of Players:

E. Eileen Jordan and James W. MurphyPaul S. Amidon and Associates5408 Chicago Avenue SouthMinneapolis, Minnesota 554171970

From publisher10.12

Economics

2-35

OverviewWheels pros ides students with a simulated

experience in successfully purchasing andmaintaining a car for one year. Designedfor high school students between the agesof IS and 18, the simulation assists studentsin discovering the implications of a largepurchase over a significant period of time.Sufficient data such as amount of income.avadahilit) of financing, reasons for want-ing a car, and personal taste are includedso a student can make rational decisionsabout the best kind of car for him to buy.

he cost of operation and unexpectedevents are built into the game to simulateexpenses car owners might encounter dur-ing a one-year period Computations memade for each month's expenses, and stu-dents must cope with both the planned andthe unexpected. The developers were aidedin the preparation of Wheels by consultantsfrom the Northwestern National Bank andthe Minnesota Insurance Information Cen-ter. Data for student roles are taken fromactual experiences of students in the Min-neapolis high schools. Charts on expensesand accidents are based on informationprovided by the U. S. Department ofI ransportation, the American AutomobileAssociation, and the Minnesota Departmentof Highways. Although Wheels was orig-inally designed to he played with a com-puter, a set of rules and procedures forplaying the game without a computer isavailable.

Materials and CostMaterials Package.Leatherette briefcase, 10" x 16" x 2",contains the following:

Coordinator's Manual: 23 pp , 81/2' x 11".spiralbound paper cover; includes intro-duction, objectives of the simulation, sup-plementary information on automobile

145

finances, an example, bibliography, andan atvendix listing unexpected events andspecial instructions fox car [-Nate

Studert Manual. 18 pp.. 81/2" x 11",spiralbound paper cover: includes intro-duction, information on financing andinsurance, instructions. list of unexpectedevents, and various financial chats; 35per package

Additional Materials: Rules and Prot e-dm: s for Phi the Game Without theUse of the Computer. 12 pp., 81/2" x l'",spiralbound paper cover: includes rulesand procedures, charts on costs and un-expected events, miles driven and accidentpotential, 3 sets of roles. 1 pad of activ-ity sheets, page of red and green cardswhich determine actual monthly expendi-tures

Total Package $40 00Required or Suggested Time

Wheels can he completed in four to five40-minute classroom periods. 'I his amountof time should allow for an introductoryoverview as well as a post-simulationdebriefing session.

Intended User CharacteristicsAlthough cultural conditioning might

make the content of Wheels more excitingfor male students, most high school juniorsand seniors seem to have a common interestto the purchase of a car. The charts includedin the package eliminate the need for morethan basic mathematical however,students need to be able to follow writtendirections precisely.

Rationale and General ObjectivesThe developers feel that students are

more likely to understand the relationshipbetween spending and income when it isrelated to a situation which is relevant totheir lives. As a result of working throughthe simulation, a student should he able to'

"1) Exercise his freedom of choice inmaking a purchase so that he maximizes hispersonal satisfaction and attains the highestlevel of living Possible; 2) Plan his spend-ing so as to provide for necessities beforemaking purchases of fleeting value; 3) dis-cover that the sum total of his expendituresis limited by his current income or theamount that he can borrow and safely.epay from future income."Content

Wheels is a simulation of the decision-making implications in buying a car andmaintaining it for one year. Students deter-mine the type of car which best meets theirneeds and tastes and learn what finatwialand insurance arrangements are available tothem A variety of unexpected happenings.such as accidents and car repairs, occur, andstudents must adjust their decisions as theygo through the 12 rounds (one year) of thegame.

ProceduresThe Coordinator's Manual outlines the

following procedures to be followed in thedevelopment of the simulation without theuse of a computer: Each student selects thecar of his choke from the list in the studentmanual. He then selects his role from the14 alternatives found in the role packets.He enters information on car. role number,and monthly income on his individualActivity Sheet. By referring to the studentmanual, each player studies and chooseshis own type of financing. Statistics relatedto this choice are also entered on the Activ-ity Sheet. He then must study and choosehis insurance coverage from the appropriatetables and descriptions Wheels lasts for oneyear of time or 12 monthly periods. Foreach period. students select a red card anda green card. The red card indicates whereto look for the number of miles driventhat month. By multiplying the number ofmiles by the cost per mile for their car,players compute the monthly running ex-

146

pense The number on the green card indi-cates where to look to determine if a player%%as involved in any accidents during themonth. If an accident did occur; the chartindicates how to determine the expensesinvolved. Students then choose another redcard and another green card. The secondred card explains where to look to see whatrepairs were needed during the month. Costof repairs is computed with the use of thecard. They must decide whether to makenecessary repairs immediately or hold themin abeyance for the future: however, allrepairs must he completed by the end ofthe twelfth month. The number on the greencard tells the player where to look to findan unexpected events. Players note allitems on their Activity Sheets and computetheir total monthly incpme and totalmonthly expenses. Players prepare for thenext month's activity by checking their rolesheets for changes in income or expenses.The same procedures are followed for eachmonth until all players have completed onefull year or have decided against owningand operating an automobile. At the end ofthe simulation, teachers should lead a de-briefing session during which students candiscuss the decisions they made as well asthe realities of car ownership.

Evaluative Comments and SuggestionsWheels is a simulation which might be

more interesting for male participants thanfemale. The objectives of the game arevalid. however, and the teacher could easilyadapt the content if he felt it might involvea wider variety of participants. The simula-tion relies somewhat onchance in order todetermine expenses It does not take intoaccount factors such as an individual'smaintenance habits or specific automobilestrengths or weaknesses for a given year.Because of the dependence on individualdecision-making, there is very little oppor-tunity other than in the debriefing sessionfor any form of student interaction.

A

WORDS AND ACTION

Developers:

Publisher:


Subject Area:

Number of Players:

Fannie Shaftel and George ShaftelHolt, Rinehart cnd Winston, Inc.383 Madison AvenueNew York, New York 100171967

From publisherK, 1 (2)

Social Problems, Communication Skills, and Language Development3-36

OverviewWords and Action is a set of large

mounted photographs, complete with a com-prehensive Coordinator's Manual, that hasbeen designed to expose children to real-lifeproblems in an involving and interestingway. Once children understand the problemsand ideas being illustrated in a photograph.they can pantomime and role-play both thesituation and possible alternatives for solv-ing the problems they perceive. In this waythey can increase their communicationskills and also learn how to cope effectivelywith problem-solving situations that confrontthem in and out of school. The materialsare appropriate and effective when used withprimary students of a wide range of abilitylevels and ethnic backgrounds.Materials and CostMaterials Package.

Cardboard box. 18" x 24". contains thefollowing:

Coordinator's Manual: Words and Action.By Fannie and George Shaftel. 84 pp.,71/4" x 9", stapled paper cover: includesexplanation of role -clay theor'. instruc-tions for use of the materials, and de-tailed procedures for individual role-playlessons

Additional Materials: 20 role-play photos,mounted on 10 separate Photo-Problemcards; each card 171/2" x 231/2", heavycardboard


No suggestions for length of time forusing these materials are provided in theCoordinator's Manual. Usage depends pri-marily on the interests of both the teacherand children. Each photograph could easilyhe the basis for more than one 10- to 30-minute session.

Intended User Characteristics1 hese materials have been designed for

use by a wide range of students with diverseabilities and ethnic backgrounds. The de-velopers specifically remark that the ma-terials are aimed at students from urbansettings who may. because of busy parentsand lack of opportunities, not have hadmuch experience in expressing themselvesverbally either with other youngsters orwith understanding adults. Neither havethese and many other children had the op-portunity to express their feelings by takingimaginative action. in an instructional set-ting, to attempt to solve problems. Althoughteachers do not need prior training in role-playing since the Coordinator's Manual isquite detailed, they should be willing toparticipate openly and acceptingly with theirstudents throughout the role-play activities.

Rationale and General ObjectivesIn the first pages of the Coordinator's

Manual. Fannie and George Shaftel statethat "The purpose of the Words and Actionprogram . . is to help the teacher evokeboth verbal and action responses from chil-dren unaccustomed to expressing themselvesin social situations" because "children fromlow-income families where parents have lit-tle time to spend with them often arestarved for chances to talk. Their ability tospeak is often less developed than it shouldbe." Thus, the objectives for this programare aimed at providing experiences for chil-dren that will: "1) develop spontaneity;2) give children rich and varied stimulationto talk, to describe their experiences, and toexpress their feelings in gestures and lan-guage: 3) provide children opportunities fordialogue wtih a sympathetic adult; 4) pre-sent intriguing problems that will encourageinqi -,,, at an appropriately simple level,

provide chances for defining and exploringalternatRe ways of solving a difficulty andthe probable consequences of these solu-tions: and 5) give children practice, at abeginning level, in decision making." TheShaftels' uork has made a significant con-tribution to the refinement of role-playingas an instructional device, making It possibleto accomplish the objectives listed above.'the Coordinator's Manual includes a 1:-tionale for and explanation of the use ofrole-play: another excellent resource is thebook by the Shaftels, Ro le-Plaving For.S0( raj ValueS De( rstna- Aloha,. in theS'o, 1(11 Studies.

ContentThe content derives from each of the 20

Photo - Problems that are the basis for thechildren\ pantomime and role-play activi-ties Each of the photographs presents a

problem that is relevant and interesting tomost youngsters, particularly children whoarc growing up in or have lived in urbansettings The first four photographs are de-signed to present problems which the chil-dren can easily role-play, thus easing theminto a situation where they can role-playand also learn from their experience Forexample, the first photo shows a little girlwho has dropped some groceries. The les-son focuses on how such a problem can behandled Other photographs look at suchproblems as how to cope with parental dis-pleasure, how to rescue a kitten in plight,how to manage conflicts between brothersand sisters, and how to get over beingfrightened by an experience like going tothe doctor's officeProcedures

The Coordinator's Manual is explicit inproviding step-by-step, lesson-by-lesson sug-gestions for use of these materials. Samplerole-play dialogues are included. Althoughthe specific suggestions for use of eachPhoto-Problem card differ, the basic se-quence of activities for use of each card is

the same: 1) the teacher asks the childrena feu questions pertaining to the situationportrayed in the photo, although they havenot yet seen the photo: 2) the teachershows the children the photo and discussesrt with them: 3) the teacher invites a fewstudents to pantomime or role-play thesituation portrayed on the card, selectingthose students who have indicated some un-derstanding of and interest in the problem:4) the teacher then encourages more discus-sion, asking all the children what they thinkwill happen next: 5) some students thenrole-play a possible solution to the problem,6) the teacher then encourages discussionof the solution and asks if other solutionsmight be possible: and 7) another possiblesolution is then role-plaNed and discussed,with emphasis on the consequences of theaction taken to resolve the problem.Thro 'Thom the sequence of activities, theteacher tries to encourage as many studentsas possible to participate.Evaluative Comments and Suggestions

These materials can be extremely effec-tive instructional devices, and are unique inthat they are aimed at the very youngschool child. The Coordinator's Manual ishelpful and thorough Children both enjoyand learn from the role-play and discussionactivities. Perhapk one of the most significantaspects of these materials is that students atan early age are gaining experience in en-acting possible solutions to real-life prob-lems, are able to examine the consequencesof these actions, and thus are betterequipped to cope with problemso they en-counter in their own lives Verbal expressionis heightened while creativity and imagina-tiveness are encouraged

ReferencesShaftel, Fannie, and George Shaftel

ine for .Social 116 lues De( ision-Malang to the So( tat Studies. EnglewoodCliffs, : Prentice-Hall, Inc., 1967. 431pp

148

YOUTH CULTURE GAME, THE

Developers:

Publisher:

Publication Date:

Grade Level:


Loel Callahan, et al.Urbandyne5659 South Wood lawn AvenueChicago, Illinois 606371971

From publisher10.12

Sociology

20.80

OverviewThe Youth Culture Game is designed "as

an introduction to cross-generational com-munication, a first-step in the search forunderstanding." The developers are all "intheir mid-twenties, white. and from middleclass suburban homes." Many of their recentactivities have been as street workers and incoffee house programs for high school andcollege youngsters. They were assisted inthe development of this game by youthsin their mid-teens from the Chicago area,who evaluated the reality of situations posedin the game. The Youth Culture Gamesimulates the "structures and dynamics" ofreal life situations faced by young people.Improvisational theater production is usedto achieve this goal. The "set" should rep-resent, as fully as possible, the total envi-ronment of youth culture. The debriefingsession at the conclusion of the game isvital to the achievement of the stated goals.

Materials and CostMaterials Package:81/2" x 11" spiral bound booklet, includes:Coordinator's Manual: 33 pp.; includes

background material on youth culture, anoverview and organization of the game,evaluation procedures, and related bibli-ography; tear-out pages giving descrip-tions of roles, prop list, and sample playmoney


Required or Suggested TimeThese materials were designed for a play-

ing time of 60 to 90 minutes in one span.The debriefing period following the gameshould last longer than the proposed 30 to60 minutes, However, it should be notedthat the extensive preparation for this simu-lation will require a planning time of fromtwo to four weeks by the coordinator.

149

Intended User CharacteristicsSince the major technique is improvisa-

tion. play yrs and game operators alike musthave the ability to role play in a realisticfashion. They must involve themselvestotally in a simulated environment. It issuggested that this type of activity wouldbe most, successful in the upper levels ofhigh school The physical layout for thisactivity is extremely critical to success.Since the complete environment of youthculture should be presented at one time,it is necessary to utilize several small roomsoff a corridor or to divide a large area intosections with furniture, bookcases, or someother device. The essential point is thatsome means for defining the various cul-ture areas must be accomplished. Props aresuggested in the manual, but game operatorsshould he flexible in staging the improvisa-tion.

Rationale and General ObjectivesThis game was designed to focus atten-

tion on the specific experiences and atti-tudes which have grown to be known as"youth culture." The developers are ex-tremely concerned over the serious lack ofcommunication between members of dif-ferent generations (i.e. generation gap). InThe Youth Culture Game, they feel that afirst step toward the solution of this prob-lem may he accomplished only if partici-pants are willing to accept and deal withothers' tensions and emotions.

Content"The Youth Culture Game links the

game's theater style with that of the simu-lation game and with the subculture ofyouth, and the result is a total environmentimprovisational theater game." Participantsare asked to take part in an improvisationbased upon their entrance into a number of

phases of youth culture. the contention ofthe lievelopers is that affective understand-in,z can best he achieved when studentsthemselves act out specific roles. 1/re YouthCulture Game involves total commitment toserious role playing. role reversal, and thesimulation of real life situations.

ProceduresThe preparation necessary for proper de-

selopment of this theater game is indeedrigorous. The Youth Culture Game is ac-tually an improvisational theater prodlic-lion. There are two types of roles involved:game operators and game players, The roleof the operators is to get the game playersinvolved in the youth culture. From six toeleven players are required for each opera-tor. After familiarizing themselves with thebackground material, the game operatorsshould hold a meeting of the entire cast,during which time everyone -rives at anunderstanding regarding specific roles, ob-jectives of the game, and the various pos-sible interpretations of youth culture. Dur-ing the two to four weeks prior to thegame, game operators should learn theirroles during informal meetings and stageset designing activities. The actual improvi-sation begins with players being "born" intothe game in the birth room, where they areblindfolded One game operator distributesplay money and briefly outlines the rules ofthe game. They proceed blindfolded alonga rope until they reach the "family" areawhere blindfolds are removed. The familysituation is designed to be sterile, and mostplayers will move on to school, where theypass through simulated classes as manytimes as they wish. Although classes aredesigned to be dull, players may completethem several times to increase their prob-able ;.mire salaries Enrollment in theschool is limited: some players must go tothe job market or to some other area ofthe game The areas of Birth, Family.School. and Job Mai ket are all part of the"Mainstream" of the society. When studentsare about to enter the Job Market. gameoperators and representatives from the areasof the Dope Room. Political Activists. theCommune, and Gangs put their pressureson youth to follow their precepts. At the

same time the dominant society attempts toreu +eve its "lost" youth through variouspressures such as the Mental Health Clinic.Army. and Jail. By the end of the game,most players will have participated in sev-eral youth culture areas The coordinatordesignates a time when play ends and theevolution procedure begins. During debrief-ing. players form small groups, analyze theioles played. the reality of the situation.and implications for future communicationbetween youth and adults. After i,pproxi-mately ten minutes, the entire group isreassembled to openly discuss the game. Theobjectie of this procedure is to begin com-munication. The developers hope that bothplayers and operators will begin to thinkabout and promote structures to continuethis dialogue.

Evaluative Comments and Suggestion:The Youth: Culture Game was designed

'to be played by adults wishing to gain anunderstanding of the youth culture: how -cser. high school students in grades 10through 12 can use the activity to establishtheir individual positions within the youthculture The time periods of 60 to 90 min-utes may he impractical in high schoolclasses. The preparation time is also some-what demanding for the high school pro-gram. A serious weakness of the game isthe total reliance on theatrical improvisa-tion as its central technique Students couldeasily wander through the entire exercisewithout becoming truly involved. perform-ing the requirements of the game withoutunderstanding its affective objectives. Thelack of objective criteria for determiningadult roles may also undermine the realityof the situation. The developers' view thatthe majority of American youth is alienatedfrom the mainstream of society. is a biasedone. It is' possible for players to concludethat the "Mainstream" is always antitheticalto all young people's needs and desiresrather than to perceive that some youngpeople who identify with a particular "youthculture" need understanding. In spite of itsdrawbacks. The Youth Culture Game canhe useful if the realities can be adequatelyportrayed and if student preparation can besatisfactorily achieved.

150

GAMES AND SIMULATIONS:

DeveloperAbt Associa-es, Inc.

Culture ContactGrand StrategyPursuit

Allen, LaymanQueries 'n Theories

Allen. Robert W.Propaganda

Boocock. Saranc S.Generation GapLife Career

Callahan. LoelYouth Culture Game, The

Cherry holmes. Cleo H.Inter-Nation Simulation Kit

Coleman, James S.DemocracyEconomic System

Collins, BertEcology

Crawford. JackTriangle Trade

Creative Communications and Re'earchConfrontation

Dal Porto. David N.Radicals vs Tories

Davis, James E.Transact

De Kock. PaulDisuniaSunshine

Dodge. DorothyMulberry

Durham. RussAbolitionHard Rock Mine StrikeTriangle Trade

Durham, VirginiaAbolitionHard Rock Mine Strike

Education Development CenterArmadaEmpire, Game of

Fischer. Stephen J.Inner-City Planning

Gillespie, Judith A.City HallInfluence

Gordon. Alice KaplanAmerican History Games

Greene. LornePropaganda

Guetzkow, HaroldInter-Nation Simulation Kit

Harris, T. RobertEconomic System

CROSS REFERENCES

He !burn, Suzanne WigginsTransact

High School Geography ProjectFarming, The Game ofPortsvitle

Hubbell, Stephen P.Extinction

Industrial Relations CenterMarket

Instructional Simulations. Inc. (ISI)CampaignCzar PowerFamily Life Income Patterns (FLIP)System 1Tracts

Jordan. E. EileenWheels

Kugel. PeterQueries 'n Theories

Lawson, Barry R.New Town

Lipetzky, JerryDig

Lockheed Aircraft CorporationDrug Attack

Mastrudc. Roger G.Dangerous Parallel

'Montgomery. Raymond A.. Jr.Inner-City Planning

Murphy. James W.Wheels

Olcott Forwarcl Publishers, Inc.Union Divides, The

Peterson, ArthurPeace

Piret, MargieEcology

Powell, JimmieMulberry

Psychology Today MagazineBlacks and Whites

Rasmussen. Frederick A.Redwood Controversy, The

Rausch, ErwinEconomic Decision Games

Reese, JayExplorers IRoaring Camp

Rosen, RichardEcology

Ross, JoanQueries 'n Theories

Schild, Er ling 0.Generation Gap

Shaftel, FanniePeople in ActionValues in ActionWords and Action

151

Militia GeorgePeople in ActionValues in ActionWords and Action

Shirts. R. GarryMetropoliticsPowderhornStarpower

Short. Ronald W.College Game, The

Smith. Daniel CalebTradeOff at Yalta

S)nectics Education SystemsHang Up

Theis. Paul A.Hat in the Ring

Horne. Gerald L.Conflict

Toll. DoveGhetto

Twe 'ker. Paul '.Pollution

Unitarian Universalist AssociationHang Up

Urban Systems, Inc.Litterbug

Wesley, JohnDiscoveryEcopolisEquality

Western Behavioral Sciences Institute(WBSI)CrisisNapoliSitte

\Vilcoxson, GeorgeannBaldicer

Yount, DavidDisuniaSunshine

Zahn. Donald M.Hat in the Ring

Zaltman, GeraldConsumer

Grade LevelKindergarten

Litterbug4 Words and ActionGrade 1

LitterbugPeople in ActionWords and Action

Grade 2LitterbugPeople in ActionWords and Action

Grade 3People in ActionSystem 1

Grade 4DiscoveryEcopolisEqualityExplorers IPeople in Action

152

Roaring CampSystem 1Values in Action

Grade 5DiscoveryEcopolisEqualityExplorers IHat in the RingPowoerhornRoaring CampSystem 1Values in Action

Grade 6BaldicerCulture ContactDigDiscoveryDrug AttackEcologyEcopolisEqualityExplorers IExtinctionGeneration GapHang UpHat in the RingMarketPowderhornRoaring CampSystem 1Values in Action

Grade 7AbolitionBaldicerBlacks and WhitesConsumerCrisisCulture ContactDangerous ParallelDemocracyDigDrug AttackEcologyEconomic SystemEcopolisEmpire, Game ofEqualityExtinctionFarming, The Game ofGeneration GapGhettoGrand StrategyHang UpHard Rock Mine StrikeHat in the RingMarketMetropoliticsNapoliNew TownPeacePollutionPortsvillePowderhornPropagandaPursuitQueries 'n TheoriesRadicals vs Tories

jGAMES AND SIMULATIONS:

Redwood Controversy, TheRoaring CampSitteStarpowerSystem 1TractsTradeOff at YaltaTriangle tradeUnicn Divides, The

Grade 8

AbolitionAmerican History GamesArmadaBaldicerBlacks and WhitesConfrontationConsumerCrisisCulture ContactDangerous ParallelDemocracyDigDrug AttackEcolugyEconomic SystemEcopolisEmpire, Game ofEqualityExtinctionFamily Life Income Patterns (FLIP)Farming, The Game ofGeneration GapGhettoGrand StrategyHang UpHard Rock Mine StrikeHat in the RingLife CareerMarketMetropoliticsNapoliNew TownPeacePollutionPortsvillePowderhornPropagandaPursuitQueries 'n TheoriesRadicals vs ToriesRedwood Controversy, ThaSitteStarpowerSystem 1TractsTradeOff at YaltaTriangle TradeUnion Divides, The

CROSS REFERENCES

153

Grade 9AbolitionAmerican History GamesArmadaBaldicerBlacks and WhitesCity HallConfrontationConsumerCrisisCulture ContactCzar PowerDangerous ParallelDemocracyDigOisuniaDrug AttackEcologyEconomic SysteinEcopolisEmpire, Game ofExtinctionFamily Life Income Patterns (FLIP)Farming, The Game ofGeneration GapGhettoGrand StrategyHang UpHard Rock Mine StrikeHat in the RingInfluenceInnerCity PlanningInterNation Simulation KitLife CareerMetropoliticsNapoliNew TownPeacePollutionPortsvillePropagandaPursuitQueries 'n TheoriesRadicals vs ToriesRedwood Controversy, TheSitteStarpowerSunshineSystem 1TractsTradeOff at YaltaTransactTriangle TradeUnion Divides, The

Grade 10AbolitionAmerican History GamesArmadaBaldicerBlacks and Whites

CampaignCity HallCollege Game, TheConflictConfrontationConsumerCrisisCulture ContactCzar PowerDangerous ParallelDemocracyDigDisuniaEconomic SystemEcopolisEmpire, Game ofExtinctionFamily Life Income Patterns (FLIP)Farming, The Game ofGeneration GapGhettoGrand StrategyHang UpHard Rock Mine StrikeHat in the RingInfluenceInner-City PlanningInter-Nation Simulation KitLife CareerMetropoliticsMulberryNapoliNew TownPeacePollutionPortsvillePropagandaQueries 'n TheoriesRadicals vs ToriesRedwood Controversy, TheSitteStarpowe:SunshineSystem 1TractsTradeOff at YaltaTransactTriangle TradeUnion Divides, TheWheelsYouth Culture Game, The

Grade 11AbolitionAmerican History GamesArmadaBaldicerBlacks and WhitesCampaignCity, HallCollege Game, TheConflictConfrontationConsumerCrisisCulture ContactCzar PowerDangerous ParallelDemocracyDig

154

DisuniaEconomic SystemEmpirt. Game ofExtinctionFamily Life Income Patterns (FLIP)Farming, The Game ofGeneration GapGhettoGrand StrategyHang UpHard Rock Mine StrikeHat in the RingInfluenceInner-City PlanningInter-Nation Simulation KitLife CareerMetropoliticsMulberryNapoliNew TownPeacePollutionPortsvillePropagandaQueries 'n TheoriesRadicals vs ToriesRedwood Controversy, TheSitteStarpowerSunshineSystem 1TractsTradeOff at YaltaTransactTriangle TradeUnion Divides, TheWheelsYouth Culture Game, The

Grade 12AbolitionAmerican History GamesArmadaBaldicerBlacks and WhitesCampaignCity HallCollege Game, TheConflictConfrontationConsumerCrisisCulture ContactCzar PowerDangerous ParallelDemocracyDigDisuniaEconomic Decision GamesEconomic SystemEmpire, Game ofExtinctionFamily Life Income Patterns (FLIP)Farming, The Game ofGeneration GapGhettoGrand StrategyHang UpHard Rock Mine StrikeHat in the Ring

J

GAMES AND SIMULATIONS:

InfluenceInner-City PlanningInter-Nation Simulation KitLife CareerMetropoliticsMulberryNapoliNew TownPeacePollutionPortvi llePropagandaQueries 'n TheoriesRadicals vs ToriesRedwood Controversy, TheSitteStarpowerSunshineSystem 1TractsTrade-Off at YaltaTransactTriangle TradeUnion Divides, TheWheelsYouth Culture Game, The

Grades 13.14City HallCza; PowerInt; 'enceMulberryNapoliPeaceTransact

AdultsBaldicerBlacks and WIltesCampaignConflictConsumerCrisisDangerous ParallelDigDisuniaEconomic Decision GamesEconomic SystemExtinctionFdmily Life Income Patterns (FLIP)GhettoHang UpHard Rock Mine StrikeHat in the RingInter-Nation Simulation KitMetropoliticsNew TownPollutionPropagandaQueries 'n TheoriesSitte

CROSS REFERENCES

155

,StarpowerSystem 1Tracts

PublisherAbt Associates, Inc.

Culture ContactGrand Strategy

Addison-Wesley Publishing Company,Inc.Transact

Amidon, Paul S. and Associates, Inc.MulberryWheels

Bevei,e PressMarket

Creative Communications and ResearchConfrontation

Denoyer-Geppert CompanyArmadaEmpire, Game of

Ginn and CompanyCity HallInfluence

Harwell AssociatesNew Town

History SimulationsRadicals vs Tories

Holt, Rinehart and Winston, Inc.People in ActionValues in ActionWords and Action

Houghton-Mifflin CompanyRedwood Controversy, The

instructional Development CorporationPollution

instructional Simulations, Inc. (ISIlCampaignCzar PowerFamily Life Income Patterns (FLIP)System 1Tracts

Interact CompanyDigDiscoveryDisuniaEcopolisEqualityPeaceSunshine

The Kip linger Washington Editors, Inc.Hat in the Ring

John Knox PressBaldicer

The Macmillan CompanyFarmingInner-City PlanningPortsville

J

Olcott Forward Publishers, Inc.Union Divides, The

Ps'. chology Today GamesBlacks and Whites

Random HouseAbolitionHard Rock Mine Strike

Reader's Digest Servic..s, Inc.Pursuit

Science Research A. sociates, Inc.American History 'JamesEconomic Decision GamesInter - Nation :,,iiulation Kit

Scott Foresman and CompanyDangerous Parellel

Scott Graphics, Inc.TradeOff at Yalta

Short. Ronald W.College Game, The

Simile IIConflictCrisisExplorers IMetropoliticsNapoliPowderhornRoaring CampSitteStarpower

Simulation Systems ProgramTriangle Trade

Sinauer Associates, Inc.Extinction

Synectics Education SystemsHang Up

Technicon Education SystemsDrug Attack

UrbandyneYouth Culture Game, The

Urban Systems, 'Inc.EcologyLitterbug

Western Publishing Company, Inc,ConsumerDemocracyEconomic SystemGeneration GapGhettoLife Career

WIT 'n Proof PublishersPropagandaQueries 'n Theories

Subject AreaAmerican Histor

AbolitionAmerican Histoi, namesDiscoveryDisuniaEmpire, Game ofEqualityFarming, The Game ofHard sock Mine StrikePeacePortsvillePursuitRadicals vs Tories

156

Roaring CampSunshineTrade-Off at YaltaTriangle TradeUnion Divides, The

AnthropologyCulture ContactDig

Applicable to any areaSystem 1

Behavioral SciencePropaganda

Biological ScienceExtinction

Civil RightsPursuit

Communication SkillsWords and Action

Consumer EconomicsConsumer

Contemporary Economic ProblemsEconomic System

Contemporary ProblemsConfrontationEqualityExtim.ZionGhettoInter-Nation Simulation KitRedwood Controversy, TheSunshine

Contemporary Urban ProblemsInner-City Planning

EcologyEcologyExtinctionLitterbugPollution

EconomicsBaldicerEconomic Decision GamesEconomic SystemEcopolisFamily Life Income Patterns (FLIP)Farming, The Game ofMarketTransactWheeis

EnglishPropaganda

Environmental EducationEcopolisNew Town

GeographyDiscoveryExplorers IFarming, The Game ofPortsvilleRedwood Controversy, TheTracts

Health EduotionDrug Attack

HistoryArmadaCzar PowerEcologyEcopelisExplorers I

)

,I

GAMES AND SIMULATIONS: CROSS REFERENCES

PowdethcrnHuman Relations

College Game, TheGeneration GapHang UrLife Cap 7rPeople in ActionValues in Action

Interdisciplitur,EcopolisPropagandaTracts

inter n.rional RelationsConflictCrisisDanger as ParallelGrand StrategyInterNat:ca Simulation KitPeaceTradeOff at Yalta

i alio: RelationsHad Rock Mine Strike

I angilage DeselopraentWords and Action

I /riguitii..Queries 'n Theories

I 01: ItPropaganda

Poi:11,A Sesene63IdicerCampaignCity HalfConflictConfrontationCzar PowerDangerous ParallelDemocracyDisuniaEcopolisHard Rock Mine StrikeHat in the RingInfluencelnner.City PlanningInterNation Simulation KtMetropoliticsMulberryNapoliNew TownPowr!erhomrropagandaRedwood Controversy, TheStarpowerTractsUnion Divides, The

P\;,holog%Drug AttackHang UpPropaganda

157

ScienceRedwood Controversy, The

Scientific MethodQueries 'n Theories

Social ProblemsDrug AttackPeople in ActionValues in ActionWords and Action

Soeioloey3aldicerBlacks and WhitesCampaignCollege Game, TheConfrontationCulture ContactCzar PowerDiscoveryDrug AttackEcopolisEqualityGeneration GapGhettoHang UpInner-City PlanningPollutionPropagandaTractsYouth Culture Game, The

Urban ProblemsMulberrySitte

Urban StudioEoualityNew TownMetropoliticsPortsvilleTracts

Values ClarificationValues in Action

Var Peace StudiesInter-Nation Simulation Kit

%%odd HistoryInterNation Simulation KitTratreOff at Yalta

Miscellaneous

AN Associates, Inc.American History Games

Academic Games Associates, Inc.ConsumerDemocracyconomic SystemGeneration GapGhettoLife Career

i

Association of American GeographersFarming, The Game ofPortsville

Chicago. University ofMarket

CreatiNe Communications and ResearchConfrontation

Creative Studies. Inc.Inner-City Planning

Damon Education CompanyEcologyLitterbug

Didactic Systems. Inc.Economic Decision Games

Elementary Economics ProjectMarket

Foreign Policy AssociationDangerous Parallel

158

From Subject to CitizenArmadaEmpire, Game of

Indiana UniversityCity HallInfluence

Johns Hopkins UnviersityConsumerDemocracyEconomic SystemGeneration GapGhettoLife Career

Nova Academic Games ProjectPropaganda

Social Studies Development CenterCity HallInfluence

World Law Fund, TheConflict

ABBREVIATED GAMES AND SIMULATIONS GUIDE

No. ofTitle Grade Level Subject Area Players

ABT ASSOCIATES, INC., 55 Wheeler Street, Cambridge, Mass. 02138Culture Contact 6 to 12

Edplan

Grand Strategy

HelpInnocent UntilNeighborhood

PollutionPotlatch Game

RaidSettle or Strike

SimpolisTo Drir'c or NotTo Drini

10 to adult

7 to 12

3 to 66 to 123 to 10

3 to 86 to 12

7 to 1210 to adult

9 to adult7 to adult

Anthropology,SociologyCivics,EconomicsInternationalRelations, World War ICommunicationsCivics, LawCivics. UrbanProblemsCivics, EcologyAnthropo'ogy.Indian CultureUrban ProblemsLabor vs.Management,American HistoryUrban ProblemsHealth Education

Time Price

20-30 2-5 hr. $ 30 00

29-36 3.5 hr. $ 25 00

10.30 1-2 hr $ 25 00

5.32 1-2 hr $ 15 0013-30 3-5 hr. $ 30 00

4-12 3-5 hr $ 16.00

12-16 2-4 hr $ 24 0018.30 2-4 hr. $ 60 00

5.15 1.3 hr. $ 25 0024-32 3.6 hr. $ 40 00

30-50 1-3 hr. 5 30 005.15 2-3 hr $ 35.00

Transportation 3 to 6 Geography. 8.34 1.2 hr. $ 16 00Economics

A"DEMIC GAMES ASSOCIATES, INC., 430 East Thirty-third St., Baltimore, Md. 21218The Drug Debate 7 to 12 Drug Problem 20-35 1 hr $ 27 00Trade and Develop 6 to 9 International Trade 6-10 1/2.1 hr $ 9.95ADDISON-WESLEY PUBLISHING COMPANY, INC., 2725 Sand Hill Road,Menlo Park, California 94025Transact 9 to 14 Economics 20-48 1/2.1 hr. $ 6 00AMERICAN EDUCATION PUBLICATIONS, 55 High Street, Middletown, Conn. 06457Railroad Game 7 to 12 Big Business, 10-35 1.3 hr $ .40

American History (per student)AMIDON, PAUL S. AND ASSOCIATES, INC., 5408 Chicago Ave. South,Minneapolis, Minnesota 55417Mulberry 7 to 12 Urban Renewal 20.35 2.4 hr. $ 50 00Wheels 10 to 12 Economics 235 1.2 hr $ 40.00ART FAIR DIVISION OF FLAG HOUSE, 84th Ave., New York, New York 10024Ethics 7 to adult Human Relations, 3any 1.5 hr. $ 3.00

Values numberShrink 7 to adult Human Relations, 3any 1-5 hr. $ 3.00

Values numberAUSTIN WRITERS GROUP, P.O. Box 12642, Capitol Station, Austin, Texas 78711Drug Abuse 7 to adult Sociology. 2.4 6.7 hr. $ 395

Drug EducationBENEFIC PRESS, 10300 West Roosevelt Rd., Westchester, Illinois 60153Market 6 to 9 Economics 10-35 1.3 hr. $ 54.40BRITE GAMES, Box 371, Moline, Illinois 61265Last Time, The 7 to adult World History 14.38 1.3 hr. $ 10 00Take Off 10 to adult Interrratninal 12.35 1-3 hr. 5 7.50

Affairs, Third WorldCALGARY COMMUNITY INSTITUTE #107,1803 First Street S.E., Calgary, Alberta, CanadaToday ... and Maybe 9 to adult Sociology, 12.120 3.10 hr $ 25 00Tomorrow Community SurvivalCAMP, CHARLES W., 125 Summer St., Amherst, Massachusetts 01002Web, The 7 to adult Human Relations. 12.35 2-4 hr. $ 5.00

Racism .,-- xCDCC, Box 262, Campbell, California 95008Cruel, Cruel World 10 tc adult Human Relations, 2.4 1.3 hr. $ 8.50

Value ConflictMy Cup Runneth Over 7 to adult Human Relations. 2.4 1.3 hr. $ 8 50

InterpersonalRelations

Timao 10 to adult Human Relations, Any 1.3 hr. $ 4.00Value Analysis number

Denotes games and simulations for which analyses have been written which are included in theGames and Simulations section of the Data Book.

159

No. ofTitle Grade Level Subject Area Players

CLASSROOM DYNAMICS, 231 O'Connor Drive, San Jose, Calif. 95128MicroCommunity 7 to adult Economics 20 35

American HistoryCREATIVE COMMUNICATIONS AND RESEARCH, 460 35th Avenue,San Francisco, California 94121*Confrontation 8 to adult

Time Price

180 hr. $ 39 50

Sociology, 4.40 1-3 hr. $ 4.95Student Protest

The Lib Game 8 to adult Sociology, Women's 4.40 1.3 hr. $ 3 95Liberation

CUNA MUTUAL INSURANCE SOCIETY, P.O. Box 391, Madison, Wisconsin 53701Managing Your 6 to 12 Consumer 2 6 1-3 hr. $ 2 50Money EconomicsCURRENT AFFAIRS FILMS, 527 Madison Avenue, Box 72, New York, New York 10022Confrontation: The ' 10 to adult International 10.30 1-3 hr. $15000Cuban Missile Crisis Relations, DiplomacyDAMON EDUCATION COMPANY, 80 Wilson Way, Westwood, Mass. 02090Clean Up 1 to 3Dirty Water 4 to 6*Ecology 6 to 9*Litterbug K to 2Population 8 to 12Predator Prey 3 to 8Smog 8 to 12Women's Lib 11 to adult

EcologyWater PollutionMan and NatureEcologyOverpopulationEcologyAir PollutionWomen's Rights

2.62-82.42-42.63.62-84-7

l/2-1 hr1-3 hr.1-3 hr.

1/2-1 hr.1-2 hr.1-2 hr1-3 hr1.3 hr

5 0010 0010 00

5.0010 006 00

11 008 50

DENOYER-GEPPERT COMPANY, 5235 Ravenswood Ave., Chicago, Illinois 60640*Armada 7 to 12 World History, 15-36 1-3 hr. $ 34.00

Spanish Armada*Empire, Game of 7 to 12 American History, 15.36 1.3 hr. $ 49 95

American RevolutionDISTRIBUTION SERVICES, 47 Coldwater Road, Don Mills, Ontario, CanadaPeople Power 7 to adult Political Science, 4.20 1-3 hr. $ 1 00

Local PoliticsEDUCATIONAL AUDIO VISUAL, INC., Pleasantville, New York 105701787 9 to 12 American Government, 15-35 4-15 hr. $ 20 50

Political Science*The Union Divides 7 to 12 American History 20-30 7-10 hr. $ 28 50EDUCATIONAL GAMES COMPANY, Box 363, Peekskill, N.Y. 10021Election 5 to 12 American Govern- 4.8 1-2 hr $ 5 35

ment, PoliticalScience

EDUCATIONAL VENTURES, INC., 209 Court St., Middletown, Connecticut 06457Community DecisionGame. Budgetand TaxesCommunity DecisionGame: New HighwayCommunity DecisionGame: New SchoolCommunity DecisionGame: Open SpaceGarbage Game, TheGeneration Rap

6 to 12

6 to 12

6 to 12

6 to 12

5 to 106 to 12

Graphigame: 4 to 12Citizenship AttitudesGraphigame: Do -It- 4 to 12YourselfGraphigame: 4 to 12Environmental AttitudesGraphigame: Political 4 to 12AttitudesGraphigame: War and 4 to 12Peace AttitudesLand Use Game, The 7 to 12Origami Game, The 6 to adultPink Pebbles 4 to 9Ring Toss Game, The 6 to adult

Sacrifice, The Game of 7 to 12

Local Government 10 40

Urban Problems

Community Problems

Ecology, Land Use

EcologyScniology,Generation GapCivics, PoliticalScienceAny subject area

Ecology

Political Science

10.40

10 40

10-40

2-62.4

13-30

15.30

15.30

15.30

International 15.30AffairsEcology 2.6Human Relations, 3-anySelf Assessment numberEconomics 3.6Human Relations, 2anySelf Assessment numberEcology, Local 10.100Government

World Puzzle, The 4 to 12 Geography 1.30

EL PASO PUBLIC SCHOOLS, Purchasing Department, P.O. Box 1710,El Paso, Texas 79999Tightrope 12 to adult Fiscal and 12-35

Monetary Policy

1.3 hr. $ 4.95

1-3 hr. $ 4 95

1.3 hr. $ 4.95

1-3 hr. $ 4.95

1.2 hr.1-3 hr.

$$

7.008 00

2.7 hr. $ 3,75

2-7 hr. $ 3.75

2.7 hr. $ 3.75

2-7 hr. $ 3 75

2-7 hr. $ 3.75

1.3 hr.1-2 hr.

$$

2 507.00

1.2 hr.1.2 hr

$$

8 007.50

2-5 hr. $ 4 95

1.7 hr. $ 12.95

3-5 hr. $ 2,00

Denotes games and simulations for which analyses have been written which are included in theGames and Simulations section of the Data Book.

160


No. ofTitle Grade Level Subject Area Players Time Price

ENTELEK, INC., 42 Pleasant Street, Newburyport, Mass. 01950Low Bidder 11 to 12 Economics, 2.25 1 hr. $ 10.00Construction

BiddingTransaction 8 to 12 Economics, 2.25 1 hr. $ 10 00StockmarketTrading

FAMILY PASTIMES, R.R. #4, Perth, Ontario, Ca/ladaFamily 7 to adult Sociology, uman 3.50 3-5 hr. $ 4 00RelationsTHE FREE PRESS, INC., 866 Third Avenue, New York, New York 10022CLUG (Community 9 to adult Urban ProblemsLand Use Game)Somsoc 12 to adult Sociology

12.40

20.60FRIENDSHIP PRESS, P.O. Box 37844, Cincinnati, Ohio 45237Values 7 to adult Value Clarifi- 3-6

cationGAMES RESEARCH, INC., 48 Wareham Street, Boston, Mass. 02118Convention 7 to 12 American Govern- 2-12 1-3 hr. $ 5 00ment, Political

ScienceDiplomacy 8 to 12 International 4-14 1-3 hr. $ 8 00RelationsInsight 7 to adult Human Relations 2.20 1-3 hr. $ 8.00

3-9 hr. $ 4 95

5.8 hr. $ 3 95

1.3 hr. $ 5 95

GINN AND COMPANY, 691 Spring Street, Lexington, Massachusetts 02173*City Hall 8 to 14 Political Science 14-48 4-6 hr. $ 6.33*Influence 8 to 14 Political Science 21-51 4-5 hr. $ 6 33Bottleneck 8 to 14 Political Science 4-72 3-5 hr.Ninth Justice 8 to 14 Political Science 4-48 2-4 hr. $ 49.50

(Price includesBottleneck)

GOOD TIME 'EDUCATORS, c/o Robert Reinke, Route 2, Monticello, Minnesota 55362Negotiate 7 to 12 Labor vs. 2-10 1-4 hr. $ 5 00ManagementProduction 7 to 12 Economics 10 40 2-4 hr. $ 5 00Scarcity and Allocation 4 to 12 Economics 2.5 1/2-1 hr. $ 5 00Scarcity and the Market -7 to 12 Economics 2-4 I/2.1 hr. $ 5.00Survival -7 to 12 Economics 2-5 1/2.1 hr. $ 500HARWELL ASSOCIATES, INC., Box 95, Dover, New Jersey 07961*New Town 7 to adult Urban Planning 3.10 1-4 hr. $ 16 00HERDER AND HERDER, 232 Madison Avenue, New York, N.Y. 10021Down with the King 6 to 10 Political Science, 8-35 3-5 hr. $ 7.95

RevolutionsThe Road Game 6 to 10 Economics, Construc- 8-35 1-2 hr. $ 7 95bon ProblemsThe Value Game 6 to 10 Sociology, Values 5.35 1-2 hr. $ 7 95HISTORY SIMULATIONS, D. N. DAL PORTO, P.O. Box 2775, Santa Clara, Calif. 95051Game of 8 to 12 Political Science, 20 40 3-5 hr $ 7 50Brinksmanship The Cold WarHaymarket Case 8 to 12 American History, 25-55 5.6 hr. $ 15.00Trial of 1886North vs South 8 to 12 American History 20 80 4-5 hr. $ 10.00*Radicals vs Tories 7 to 12 American History 24-100 3-4 hr. $ 10 00Spanish American War 8 to 12 American History 30.100 5.6 hr. $ 12 50HOLT, RINEHART & WINSTON, INC., Media Department D-1, Box 3670,Grand Central Station, New York, N.Y. 10017Dynasty 7 to adult History, Political 4.8 2-6 hr. $ 15.00

Science, Economics,Sociology*People in Action 2, 3 Social Problems 3.36 20.30 hr $ 50 40*Values in Action 4 to 6 Social Problems 3-36 6-18 hr. $103.95*Words and Action K, 1 Social Problems 3 36 4.10 hr. $ 28 50

*Denotes games and simulations for which analyses have been written which are included in theGames and Simulations section of the Data Book.

161

(

No. ofTitle Grade Level Subject Area Players Time

HOUGHTON-MIFFLIN COMPANY, 110 Tremont Street, Boston, Mass. 02107The Planet Manage- 6 to 10 Ecology. 2.5 1/2-1 hr.ment GamePollution Game 7 to 12 Ecology (Pollution) 2.4 1.3 hr.*The Redwood 7 Contemporary 9.36 2.3 hr.Controversy Problems

HOUSE OF GAMES CORP., LTD., 3135 Universal Drive, Toronto, Ontario, CanadaUlcers 7 to adult Economics 2.4 1.3 hr. $ 6 00

HRW ASSOCIATES, P.O. Box 2634, Anaheim, Calif. 92804Buck Stops Here 7 to 12 Political Science 20.30Middle East 7 to 12 International Relations 20.30Ungawa ", to 12 International Relations 20.30

Price

$ 12.00

$ 9.00$ 7.50

2.3 hr.2.3 hr.2.3 hr.

$s$

3.003 003 00

INFORMATION RESOURCES, INC., P.O. Box 417, Lexington, Massachusetts 02173Participative 10 to aduit human 6.20 24 hr. $ 1 00Decision-Making Relations (Set of 6)

INSTITUTE OF APPLIED ART. LTD., 10042 109 Street, Edmonton, Alberta, CanadaArctic Island 7 to 12 Business 4.35 1-3 hr. $ 1000Petroleum ExplorationMetro Government 7 to 12 Political Science, 20.35 5.12 hr. $ 15.00

Canada City GovernmentInternationalDevelopment,EconomicsAny subject areaUrban Problems

On Economic and Social 7 to 12Planning in DevelopingCountriesQuarterback 5 to 12Welcome 7 to 12INSTRUCTIONAL DEVELOPMENTConducting Planning 9 to adultExercises

*Pollution: Nego-tiating a CleanEnvironmentPower Politics

7 to adult

8 to 12

INSTRUCTIONAL SIMULATIONS,*Campaign*Czar PowerDecision IFemale Images*F.L.I.P.

ImpactIn-ForceNo Dam ActionObjectives IPower Plans*Systems I

*Tracts

1098

118

1010

98837

to adultto adultto adultto adultto adult

to adultto adultto adultto adultto adultto adultto adult

INTERACT, P.O. Box 262, LakesidBalanceCopeDestiny*Dig*Discovery*Disunia

8 to adult8 to adult8 to adult6 to adult4 to 99 to adult

Division 8 fo adult*EcopolisEnterprise*EqualityHerstoryLiberte'

MahopaMission

Moot

Nuremberg

Panic

*PeacePressure

4 to 810 to adult4 to 99 to adult9 to adult

4 to 78 to adult

8

8

8

88

to

to

to

toto

adult

adult

adult

adultadult

2.40 1.6 hr. $ 10 00

12-35 1-10 hr. $ 7.9520.35 3-7 hr. $ 20 00

CORP., 7708 O'Neill Road North, Salem, Oregon 97305Problem Solving, 16.36 1.2 hr. $ 4.00Sociology, GroupDynamicsEcology 4.32 1 hr. $ 22 50

American Government, 20.40Political Science. PoliticalCampaigning

INC., 2147 University Ave., St. Paul, Minnesota 55114

1.3 hr. $ 28.50

Political ScienceHistoryDecision MakingSelf-IdentityEconomics, FamilyBudgetUrban ProblemsSociologySociology, EcologyGoal SettingPolitical ScienceAny subject areaGeography, PoliticalScience, Sociology,Urban Problems

e, California 92040EcologyFuture StudiesPolitical ScienceArchaeologyAmerican HistoryAmerican History,American GovernmentPolitical Science,Election of 1860EcologyEconomicsSocial DiscriminationMaleFemale RolesPolitical Science,French RevolutionIndian CulturePolitical Science,Vietnam WarPolitical Science,LawHistory, Worl IWar IIPolitical Science.The Great DepressionHistory, World War ILocal Politics

23.40 15.20 hr. $125 0020.30 10.15 hr. $ 22.50

4.8 2.5 hr. $ 4 504.8 2.5 hr. $ 18.752-60 3.4 hr. $ 35 00

20.40 10.30 hr. $160 0025.35 :0.25 hr. $ 65 0020.40 8.25 hr. $ 85 00

4.84.82-48-48

20.4020-4020-4014.36

2.5 hr.2.5 hr.1-2 hr.4.5 hr.

15.45 hr.20.25 hr.15.45 hr.15.45 hr.

$ 4.50$ 4 50$ 11.85$ 42 50

$ 10 00$ 10.00$ 10.00$ 10 00

20-40 26.30 hr. $ 10.0020.35 15.45 hr. $ lf: 00

20-40 15-45 hr. $ 10 00

20.40 15.30 hr. $ 10 0020.40 15.30 hr. $ 10 0020.40 20.30 hr. $ 10.0020.40 25.35 hr. $ 10 0020.40 15.45 hr. $ 10 00

20-40 15.25 hr. $ 10 0020-40 15.45 hr. $ 10 00

20.40 15.30 hr $ 10.00

20.40 15.30 hr. $ 10 00

20 40 15-45 hr. $ 10 00

20.40 15.30 hr. $ 10 0020 40 15.20 hr. $ 10.00

Denote:. game:. and simulations for which analyses have been written which areGames .rd Simulations section of the Data Book.

162

included in the


Title

PuzzleSearchStrike*Sunsnine

Grade Level Subject Area

8 to adult8 to adult9 to adult9 to 12

HistoriographyLibrary SkillsLabor vs ManagementAmerican History,Discrimination

No. ofPlayers Time

20-4020.4020.4020.36

INTERNATIONAL LEARNING CORPORATION, 245 SW 32nd St.,Ft. Lauderdale, Fla. 33301In-Quest 7 to 12 Scientific InquiryJOINT COUNCIL ON ECONOMIC EDUCATION, 1212 AvenueNew York, N.Y. 10036Market Game 7 to 9 Economics

Marketplace 9 to adult Economics

THE KIPLINGER WASHINGTON EDITORS, INC., 1729 H St.Budgeting GameCoalitionConsumer Redress*Hat in the Ring

Share The RiskSwindle

7 to 127 to 127 to 125 to 12

7 to 127 to 12

EconomicsPolitical ScienceConsumer EconomicsPolitical Science,NominationConsumer Economics 8-40Consumer Economics 12.35

15.20 hr.15 30 hr.15.45 hr15-45 hr.

Price

$ 10 00$ 10 00$ 10 00$ 10.00

2-4 2-8 hr. $ 5 00

of the Americas,

20.50 2-4 hr.

20.50 50 min.

N.W., Washington, D.C. 20006

$ 1.75(per student)

$ 75.00

8.4016.4015 353.26

JOHN KNOX PRESS, Box 1176, Richmond, Virginia 23209Agenda 9 to 12 Church Politics 1839*Baldicer 6 to adult World Affairs, Hunger 20.40

LINCOLN FILENE CENTER, Tufts University, Medford, Mass. 02155Conflict in the 9 to 12 International Relations 18.45Middle East

THE MACMILLAN COMPANY, School Division, 866 Third Avenue,New York, New York 10022*Farming 7 to 12*Inner-City Planning 9 to 12*Portsville 7 to 12State Legislator 9 to 12Strike 9 to 12Yes, But Not Here 9 to 12

GeographyUrban ProblemsGeographyRole of LegislatorLabor vs.ManagementUrban Problems

MAFEX, 111 Barron Ave., Johnstown, Pennsylvania 15906Convention 7 to 12 Political ScienceMASCO, P,O. Box 382, Locust Valley, New York 11560The Games People 7 to 12 Human Relations, 1-8Play PsychologyPerception Games t( to 12 Human Relations 1-8

2-4 hr.6-10 hr.1-2 hr.12 hr3.5 hr.1-2 hr.

5.7 hr11/2-3 hr.

$ 2 95$ 17 95$ 62.50$ 9.95

$ 62 50$ 22 50

$ 15.00$ 25.00

1-3 h, $ 2.50

10-30 4.6 hr.12.40 4-6 hr.4-24 8-10 hr.

18.36 4.6 hr.16.40 2-3 hr.

$ 29 25$ 16.80$ 45 75$ 20 25$ 10.20

20-40 4-6 hr. $ 11.25

15-22 5-8 hr. $ 22.50

1-2 hr. $ 3.50

1-2 hr. $ 3 50

MEDIA INNOVATORS EXCHANGE, P.O. Box 4485, Anaheim, California 92803Little Business 7 to 12 Economics 20-35 2-8 hr $ 5 15Money Faucet, The 7 to 12 Economics 20-35 3-10 hr $ 5.95MERIDAN HOUSE, INC., 21 Charles St., Westport, Connecticut 06880Population 7 to 12 Sociology, 1-25 1-2 hr. $ 15.95Population ExplosionMILLER PRODUCTIONS, INC., 800 West Avenue, Box 5584, Austin, Texas 78763YOU! Crisis 7 to adult Human Relations, 2.4 13 hr. $ 12 50Resolution Games Social Problems

OXFAM-AMERICA, INC., 509-1028 Connecticut Ave. N.W., Washington, D.C. 20036The Aid Committee 9 to 12 International Relations 20 4-6 hr.The Development 7 to 12 International Relations 20.60 full dayGame

PEOPLE ACTING FOR CHANGE TOGETHER OF NEW DETROIT, INC.,163 Madison St., Detroit, Michigan 48226Pact 7 to adult Sociology, 15-30 1.3 hr. $ .50Class Structure

free .free


163

No. ofTitle Grade Level Subject Area Players Time

PSYCHOLOGY TODAY GAMES, 1330 Camino Del Mar, Del Mar, California 92014

Price

*Blacks and Whites 7 to adult Sociology 3.9 1.3 hr. $ 6.95Body Talk 7 to adult Psychology, Human 2-10 1.3 hr. $ 5.95RelationsCities Game, The 7 to adult Sociology 2-4 1.3 hr. $ 695Feel Wheel 7 to adult Psychology, Human 2.10 1/2.3 hr. $ 6.95RelationsSociety Today 7 to adult Sociology 2-8 1.3 hr. $ 7.95Woman -id Man 7 to adult Sociology 2.6 1.3 hr. $ 7.95

4RANDOM HOUSE, Westminster, Maryland 21157*Abolition 7 to 12 American History 18.35 4.5 hr. $ 35.00*Hard, Rock Mine 7 to adult Labor vs. Management 11.35 2.3 hr. $ 35.00Strike

ROWLAND, JASPER M., 1545 Harmony Road, Akron, Ohio 44313Stockmarket 7 to 12 Economics 3-10 1.2 hr. $ 6.98SCIENCE RESEARCH ASSOCIATES, INC., 259 East Erie Street, Chicago, Illinois 60611*American History 8 to 12 American History 25.35GamesThe AmericanConstitutional

11 to 12 American Government,Political Science

32-49ConventionBanking adult Economics 3.42Budgetary Process adult American Government,

Political Science20.35

The Community adult Economics 3-42CongressionalCommittees

adult American Government,Political Science

20.35Congressmen atWork


20-25*Economic Decision 12 to adult Economics 12-48GamesThe Firm adult Ecoromics 6.42International adult Economics 6-42Trade*Inter-Nation 9 to adult International Relations 14.50Simulation KitThe Market adult Economics 3.42National Economy 'Ault Economics 3.42PresidentialElection Campaign


20.35Slarcity and adult Economics 3.42Allocation

25.30 hr $187.50

2.6 hr. $ 1 08(per student)

2-4 hr. $ 1.60(per student)

2.6 hr. $ 1 08(per student)

2.5 hr. $ 1.72(per student)



3.5 hr. $ 10.20



10.30 hr. $ 64.80

2.5 hr $ .1.60(per student)

2-5 hr. $ 1.60(per student)

2-6 hr. $ 1 08(per student)

2-5-hr. $ 1.08(per student)

SCOTT, FORESMAN AND COMPANY, 1900 East Lake Avenue, Glenview, Illinois 60025*Dangerous Parallel

Power

Where Do We Live

8 to adult

7 to 12

2 to 6

InternationalRelationsSociology,Political ScienceGeography

18.36 5.9 hr. $ 60 00

9.35 4.7 hr. $ 13.98

3.36 3.12 hr.SCOTT GRAPHICS, INC., Educational Division, 104 Lower Westfield Road,Holyoke, Massachusetts 01040*Trade-Off at Yalta 7 to 12 American History, 12.30 2-5

World HistorySHORT, RONALD W., 1005 Banbury Drive, Spokane, Washington 99218*The College Game 10 to 12 Human Relations 3.15 11/2-3SIMILE II, 1150 Silverado, La Jolla, California 92037Atlantis 11 7 to adult Structure of

Society*Conflict 10 to adult InternationalRelations*Crisis 7 to adult InternationalRelations

4 to 7History4 to 7

H7 to adult InternationalArms Race

4 to 74 to 7 HInitsetronviational

Economics

7 to adult Political Science18.36

2-57 to adult 1.2Urban Problems

7 to alult Political Science18-25

3.87 to adult Uroan Problems,18.25

1.6Police Relations

20.35

*Explorers IExplorers IIGuns or Butter

HomesteadersImport

*Metropolitics*NapoliPlansPolice Patrol

$ 19.80

hr. $ 28 00

hr. $ 15.00

1.50 1.10 hr.

18.35 5.15 hr.

18.25 1.10 hr.

18.35 4.5 hr.18-35 4.5 hr.18.28 11/2.3 hr.

18.75 5.8 hr.18.35 5.10 hr.

hr.hr.hr.hr.

$

$ 50.00

10 00

$

$$$

35.00

4.504.50

25.00

$ 10.00$ 10.00

$ 25.00$ 35.00$ 35.00$ 10.00

*Denotes games and simulations for which analyses have been written which are included in theGames and Simulations section of toe Data nook.

164


No. ofTitle Grade Level Subject Area Players Time Price*Powderhorn 5 to 8*Roaring Camp 4 to 7*Sitte 7 to adult*Starpower 10 to adult

Political Science, 18-35 2-3 hr. $ 12.50Use of PowerHistory 18-35 5-10 hr. $ 10 00Urban Problems 20-40 3-4 hr. $ 35.00Political Science 18-35 2-3 hr. $ 25.00

SIMULATION SYSTEMS PROGRAM, United States International University, InstructionalDevelopment Division, P.O. Box 1028, Corvallis, Oregon 97330*Triangle Trade 7 to 12 Economics, History 15-44 3-4 hr. $ 15 00Waging Neutrality 9 to 12 History, World War I 15-33 2-4 hr. $ 12.00SINAUER ASSOCIATES, INC., 20 Second Street, Stamford, Conn. 06905*Extinction 6 to adult Ecology 2-4 2.3 hr. $ 11.95

SOCIAL EDUCATION MAGAZINE, National Council for the Social Studies,1201 16th Street N.W., Washington, D.C. 20036Labor vs. 7 to 12 Labor Negotiations 20-35 1-2 hr. freeManagementWar and Peace 7 to 12 Internationa Relations 20.35 1.2 hr. free

SOCIAL STUDIES SCHOOL SERI/WE, 10000 Culver Blvd., Culver City, Calif. 90230EduGaine Part I 7 to 12 Early American 20-35 10.25 hr. $ 5.00

HistoryEdu-Game Part II 7 to 12 Public Issues 20-35 10.25 hr. $ 500EduGame Part III 7 to 12 20th Century 20.35 10-25 hr. $ 500

American HistoryInvolvement Part 1 9 to 12 American History 20.35 6-18 hr. $ 10.00

1785.1865Involvement Part II 9 to 12 American History 20.35 6-18 hr. $ 10.001885.1945

Involvement Part III C to 12 Decision Making 20-35 6.18 hr. $ 10.00in Public Issues

STUDY-CRAFT EDUCATIONAL PRODUCTS, Tusson Research Center,Belle Chase, Louisiana 70037Transaction: The Wall 7 to adult Economics 1-25 1-3 hr $ 10.00Street Game

SYNECTICS EDUCAT!ON SYSTEMS, 121 Brattle Street, Cambridge, Mass. 02138*Hang Up 6 to adult Sociology, Prejudice, 2-6 2-4 hr. $ 15.00

DiscriminationPrediction 7 to adult Human Relations 3-6 1-5 hr. $ 10.00TECHNICON EDUCATION SYSTEMS, 590 E. Middlefield Rd.,Mountain View, California 94040*Drug Attack 6 to 9 . Health Education, 3-5 2-3 hr. $ 6.00

Social ProblemsTRANSNATIONAL PROGRAMS CORP., 54 Main Street, Scottsville, New York 14546Probe 10 to adult Guidance, Career 3-20 3-5 hr. $ 5.00

PlanningURBAN DYNE, 5659 S. Woodlawn Avenue, Chicago, III. 60637Edge City College 7 to adult Sociology, Operation 20-30 2-6 hr. $ 30.00

of UniversityUrban Dynamics 11 ti adult Urban Problems 12-29 3.7 hr.' $ 95.00*Youth Culture It to adult Sociology, Adolescent 20-80 2.6 hr. $ 15 00Game, The Society

URBAN SYSTEMS, INC., 1033 Massachusetts Ave., Cambridge, Massachusetts 02138See Damon Education Company

URBEX AFFILIATES, INC., 4;4 Thruston Road, Rochester, New York 14619Policy Negotiations 7 to adult Group Tasks, 12-40 3 hr. to $ 50.00

Gan , De.igning several weeksThey Shoot Marbles, 8 to adult Structure of 12-40 3.9 hr. $ 40.00Don't They? SocietyW.A.L.R.U.S. (Water 8 to adult Ecology 5-35 4 hr. to $ 75.00and Land Resources several weeksUse Simulation)


165

Title Grade Level Subject Area

VAN NOSTRAND REINHOLD, LTD., 1410 Birchmount Road,Caucus: Canadian 7 to 12 Political SciencePolitics in Action

WARMAC, P.O. Box 953, North Platte, Nebraska 69101The Great War 9 to 12 History of World War I

No. ofPlayers Time Price

Scarborough, Mario, Canada16.46 2.3 hr. $ 49.95

20.60 10.15 hr. $ 7.50

WASHBURN, JOHN, P.O. Box 6855, Santa Rosa, California 95406Jabberwocky 7 to adult Any subject area 6.35Merhalog 7 to adult Human Relations 6-35

1.3 hr.1.3 hr.

WESTERN PUBLISHING COMPANY, INC., Education Division, 850 3rd Avenue,New York, N.Y. 10022*Consumer 7 to adult Consumer Economics 1-2 hr.*Democracy 7 to 12 American Government, 1-5 hr.

Political Science,Legislative Process

9 to 12 EconomicsNo 9 Sociology, Human

Relations7 k adult Sociology, Contemporary

Problems8 to 12 Human Relations

*Economic System*Generation Gap

*Ghetto

*Life Career

11-346-11

7.13 3.6 hr.2-6 1.2 hr.

10.20 2.5 hr.

2.30 2.10 hr.

WESTMINSTER PRESS, Witherspoon Building, Philadelphia, Pennsylvania 19107Center City 7 to adult Sociology, 12-30 1.3 hr.

Urban ProblemsWFF 'N PROOF, 1111 Maple Avenue, Turtle Creek, Pa. 15145*Propaganda 7 to adult Behavorial Science,

English, Logic, PoliticalScience, Psychology,SociologyScientific Method*Queries 'n

Theories7 to adult

4 1 hr.

2.6 1-4 hr.

23..2

$ 30.00$ 8.00

$ 25.00$ 15.00

$ 24.00

$ 35.00

$ 25 00

$ 6.50

$ 8.75

WORLD AFFAIRS COUNCIL OF PHILADELPHIA, John Wanamakers Store,13th and Market St., Philadelphia, Pa. 19017Simulation: The 9 to adult International Relations 25.42 3.6 hr. $ 3.50Decision-MakingModel

WORLD WITHOUT WAR COUNCIL OF GREATER SEATTLE, 1514 N.E. 45th St.,Seattle, Washington 98105World Without War 10 to adult International 30-40 5-7 hr. $ 10.00Game Affairs, World Peace


166

r.

PUBLICATIONS AVAILABLE FROM SSEC

PublicationPrice perNumber Title and Author

Copy155 Reforming the Social Siudie.s Methods Course. John J. $ 1.20

Patrick 27 pp mimeo. 1973.15I Sunshine Unfolding. Craig Holdrege. Susanne Bank.

Sheryl Wiggins. and Dan Bouricius. 87 pp. paperbound.illustrated. 1972. $ 4.95150 Learning with Games:An A nalysi.s 01 Social Studies Edu-cational Games and Simulations. Cheryl L. Charles andRonald Stadsklev. eds 168 pp paperbound. 1973 $ 4 95149 Fundamental Ideas of Social Psychology.Donald Weather ley. 53 pp. mimeo. 1973. $ 2.40148 Consumer Education. Questions and Resources. Peter R.Senn and Joanne L. Binkley. 11 op. mimeo. 1971. $ .80147 Social Studies Projects Tour. An lnlormat Report.C. Frederick Risinger and Michael Radz. 31 pp. mimeo.1971.

$ 1.20146 Classroom Observation and Analysis: Sources for SocialStudies Teachers. Alan Tom and Celeste P. Wood ley.72 pp. mimeo. 1971. $ 2.75142 Preparing to Teach Economics- Sources and Approaches.Suzanne Wiggins He !burn. 24 pp. mimeo. 1971. $ 1.20

141 Organizing Curriculum Around Social Science Concepts.Reprint Series #2. 17 pp mimeo. 1966. $ .90

140 The Environmental Problem: Selections from Hearingson the Environmental Education Act of 1970. IrvingMornssett and Karen B Wiley. eds. 228 pp. 1971.

Paperbound $ 6.95Hardbound $ 8.95139 Social Studies Curriculum Materials Data Book. 2 vol-

umes, including all supplements to date (through March1973)

$30.00Annual subscription (two supplements) $12.00138 Materials for Civics, Government, and Problems 01 De-mocracy Political Science in the New Social Studies.Mary Jane Turner. 199 pp. 1971 Paperbound $ 3.95

Hardbound $ 5.951..7 Social Science in the Schools: A Search for Rationale.Irving Morrissett and W. Williams Stevens. Jr., eds. 204pp. paperbound. 1971. $ 5.00136 Environmental Education Social Studies Sources and Ap-proaches. Martha T. Henderson. 39 pp. mimeo. 1971. $ 1.80

135 Historical Perspectives for the Sillies and Seventies: Pri-mary Sources and Core Curriculum Revisited. Hazel W.Hertzberg 29 pp. mimeo. 1971. $ 1.30134 The Dimensions of Change: In Our Society, Our Students,and Our Social Studies Curriculum. Ronald Lippitt. 16pp. mimeo. 1971.

$ .90133 The Curse of Culture. Paul Bohannan. 19 pp. mimeo.1971.

$ .90

'132 loa/d the Y eo, 2000 Kenneth Goulding 15 pp mimeo.1971.

1-11 The Re/ei once at Lcommins in Iligh Sch«d Me De-velopmntal Economic Education Program. Phillip Saun-ders. 34 pp. mimeo 1971.

130 Pie Umvetsity A lode( and Eduanonal Change. RichardB Ford 10 pp niinieo. 1971.

129 Civic Education for the Seventh .% John P DeCecco. 28pp. mimeo. 1971.

118 Resin/Or based Development A Strategy for EducationalChange in the I970's. Walter P. Borg. 16 pp. mimeo.1971

127 An Annotated Bibliography for Curricuhun MaterialsAnalysis Merle M. Knight 19 pp. niinieo. 1969.

126 A .Shart Guide to the Literature of the Social Sciences.Peter and Maly Semi. 53 pp mimeo. 1968 .

115 inseirne leacher Education to Support Utilkation of!Ye Social Science Curru ula. Robert Fo and EmilyCiirault 29 pp mimeo. 1967.

124 Student , Vo/n.s as Educational Objecnve3. MichaelScriven 23 pp. imineo. 1966.

123 Vain,. Claims in the Social Sciences. Michael Scriven.23 pp mimeo 1966.

122 Morahty. Michael Scriven. 119 pp mimeo. 1966121 Concepts and Structures in the New Social Science Cur-

ricula Irving Morrissett. ed 161 pp paperpound. 1966.113 Child Development and Social Science Education, Part IV.

Irving Sigel. 20 pp. niinieo. 1966:112 Child Dei/opment and Social Science Education, Part III.

Irving Sigel and Elinor Waters. 82 pp mimeo. 1966.III Child Development and Social Science Education, Parts

I and 11. Irving Sigel. 9 pp. mimeo. 1966.110 1 he Methodology of Evaluation. Michael Scriven 70 pp.

niinieo. 1966.109 Retrieving Social Science Knowledge for Secondary Cur-

riculum Development. Charles Jung. Ronald Lippitt. andRobert Fox. 86 pp, mimeo. 1966.

106 Antaropolos,Py. Paul Bohannan. 33 pi nimeo. 1966.105 Economics. Lawrence Senesh. 16 pp. meo. 1966. .

11)4 A Systems ,I9proach to Political Li David Easton. 22pp. mimeo. 1966.

103 The Political System. David Collier. 12 pp. mimeo. 1966102 The Structure of Geography. Peter Greco 26 pp. mimeo.

1966.101 Sociology. Robert Perrucci. 34 pp. mimeo. 1966.

Orders for SSEC publications should he sent to:

Publication OrdersSocial Science Education Consortium, Inc.855 BroadwayBoulder, Colorado 80302

.r)

S .N5

S 14O

S .70

$ 1 20

S .90

S 100

S 2.30

S 1.30

S 1.00

S 1.805 3 90

S 3.90

S 100

S 3.25

$ .90

S 2.50

S 3.25S 1.40S .85

S 1.10S .75

S 1.15S 1.40

All orders must be accompanied by a check, money order, or official institutionalpurchase order. Please refer to the publication number of each publication orderedin order to assure expeditious processing of your order.

document resume - eric · document resume. so 005 848. charles, cheryl l., ed.; ... listings of...

Documents