Crisis+of+Nations+(Jennifer)

Crisis of Nations: Classroom Game

Audience: High School Civics Class Time needed: This game will require 2 class periods of 45 minutes each.

Teacher resources: [] [|www.countriesquest.com] White board to draw map and keep tally of points Country Fact Sheets (attached) Resource Cards (attached) 4 computers for students to use

Learning Objectives: The students will be able to:
 * Discuss the importance of countries cooperating and working together to assist another country that has suffered a massive disaster
 * Explain the importance of trade, resources, and elements needed to rebuild
 * Research facts about a country and represent that country’s people and resources within the game.

DAY 1:

DAY 2:
 * Students will form 4 teams. The teacher will provide an overview of the assignment, and then each team will play 1-2 rounds of ICivics: Crisis Of Nations (30 minutes)
 * Each team will be assigned a continent: Africa, Asia, Europe or South America.
 * Each team will use their computer to access [|www.contriesquest.com]
 * Each team will choose a country that they wish to represent, from the continent they were assigned, and will complete their Country Fact Sheet with information from the site. (15 minutes)
 * The teams will do a quick presentation of their countries. (10 minutes)
 * The teacher will draw a map on the white board showing 4 countries labeled as the countries chosen by the students, surrounding a 5th, which will be called Country X.
 * Each team will receive equal amounts of Resource Cards, 10 points for each resource: Land & Resources; Population & Culture; Economy; and Government. Each country must have 10 points of each resource at all times in order for their country to operate.



SCENARIO: Presented to class by the teacher:

Country X is located in the middle of the 4 countries being represented and supplies all of the fresh water to the 4 countries. Today, a massive earthquake hit and destroyed Country X’s infrastructure, blocking the access to water. There is exactly 30 minutes of water left so the 4 countries need to work together to provide Country X the resources it needs to rebuild: 50 points for Land & Resources; Population & Culture; Economy; and Government.

GOALS AND OBJECTIVES:


 * The 4 countries must work together to rebuild Country X and reestablish their water supplies. County X must have 40 points for each resource category.
 * Each country will also establish their own goal that they must achieve in addition to rebuilding Country X. To be successful, each resource must have a minimum of 10 points, and each team goal have a minimum of 80 points.

WINNING: If the 4 countries are successful in negotiating their resources and save Country X, then the winner is the one who completes their goal. In the event of a tie, the team with the most overall resources left will win.

GAME PLAY:


 * The 4 countries will provide resources and negotiate with each other to rebuild Country X.
 * Negotiations will be held in 4 – 10 minute rounds. The game will end at the end of the 4th round.
 * Each round there will be 4 options for an **Imposition** per team. If it appears that one team is not providing enough resources, or engaging in negotiations, then any of the other 3 teams can declare an Imposition and require that team to contribute 10 points of an agreed upon resource. **Forcing an Imposition costs 5 points.

Assessment: Grading will be based on participation and development of arguments in support of the country the student is representing. Each team member is expected to be an active participant and to share support for the country they represent.

Learning Principles from “What Video Games Have To Teach Us About Learning And Literacy”, by James Paul Gee.

1) Active, Critical Learning Principle. All students will need to be engaged and active participants and problem solvers. 2) Semiotic Domain Principle. The class will form affinity groups in representing their countries and engaging in activities to negotiate and debate the support needed. 3) Metalevel Thinking About Semiotic Domains Principle. Each team will have their own goals and considerations even though they are working for a common goal. As they debate they will need to take each other team’s needs into account. 4) “Psychosocial Moratorium Principle”: The student’s will be making deals and trading resources that in the real world would cause damage and chaos. 5) Cultural Models About The World Principle. Students must consider other cultures and other country’s needs. 6) Affinity Group Principle. The teams will be working together to achieve their specific goal that they set as a team. The individual teams will also be working with the other teams to meet the larger goal.