TEXT: 1
  BUILD SOCIAL SKILLS & COOPERATIVENESS
  ENGENDER FAIR PLAY & HEALTHY COMPETITIVENESS
  INSPIRE PLANNING & EXECUTION
  PROMOTE CONCENTRATION & OBSERVATION
  EXEMPLIFY PLAYING TO WIN WITH GOOD SPORTSMANSHIP
  ...AND TEACH A WIDE VARIETY OF SUBJECTS WHILE YOUR STUDENTS THINK THEY’RE JUST HAVING FUN.
  Games in Education
  Brochure #1
  Revised Edition
  Version 2.0, Printed June 2003. © 2003, GAMA, the Game Manufacturers Association.  Permission to photocopy but not sell is granted.  All other rights reserved.
  An Introduction / Nuts & Bolts
  AN INTRODUCTION TO GAMES IN EDUCATION
  NUTS & BOLTS - HOW TO USE GAMES AS CLASSROOM TOOLS
  GAMES PLAYABLE IN THE CLASSROOM & WHY
  GAMES FOR TEACHERS PROGRAM
  
  2
  GAMA CONTACTS:
  For Publications:
  GAMA Publications Request
  80 Garden Center, Ste.16.
  Broomfield, CO. 80020
  Phone 303-635-2223  Fax 303-469-2878
  Games in Education: David Millians email drakon@mindspring.com
  Games in Education: Richard Martin-Leep email rmlgqc@aol.com
  GAMA Executive Director: Mark Simmons email email ma.org
  Games Engage Students
  Many teachers know that games are quite useful in the classroom.  Some of them have been contributing their knowledge to the
  Games in Education newsletter that Atlanta teacher David Millians has been publishing for eight  years.
  THIS IS THE FIRST IN A SERIES
  ... a series that has developed by our culling the best of those newsletter articles.  Developed by teachers playing games in
  classrooms and publishing observations about their usefulness.
  SPECIAL NOTE
  It should be noted that, as with any creative work, not all games
  are for all ages.  Be sure to check for content!
  PLANNED BROCHURES IN THIS SERIES:
  1. An Introduction To Games In The Classroom.
  2. Improving English skills with games in the classroom.
  3. Teaching History and Social Studies through games.
  4. Games to introduce and expand Math & Science
  concepts.These Brochures are Free to Teachers
  GAMA will provide a copy to any teacher who requests it.  GAMA
  grants permission to teachers to  photocopy this brochure at
  will, for your own use, to give to other teachers, but not for sale.
  We ask that any teacher who gets a copy contact us.  We’ll add
  you to our growing mailing list of teachers who might use games
  in their classrooms, and we’ll mail you future brochures as each
  is published.
  THESE ARE LIVING DOCUMENTS
  This brochure and the series will evolve over the years.  We’ll add more game reviews, including yours if you send it to us!  You will
  gain a published work credit while benefitting other teachers.  The point of this series is to share knowledge, the continually
  evolving knowledge of how to make learning more fun, how to engage students, and how to make your calling of teaching a bit
  more enjoyable.
  SEE INSIDE BACK COVER FOR SPECIAL PROGRAM NOTES
  Game publishers are naturally interested in teachers using games to educate.  Some are willing to give you their games free, some
  are able to sell you games at wholesale prices.
  Each year in early July thousands of game enthusiasts gather to
  play at GAMA‘s showcase convention Origins®, the International
  Game Expo and Fair.  Amongst over a thousand scheduled events
  are demonstrations of new games and introductions to a huge
  variety of games.  Naturally, David Millians gives a seminar(s)
  on using games in educational settings. In the future, depend-
  ing on teacher interest, the seminars roster may include more
  and more seminars & workshops on this key element of getting
  kids involved and enthusiastic about learning.
  Contact GAMA’s Executive Director for more information.
  The objective of the Game Manufacturers Asso-
  ciation is to promote the general interest of all
  persons engaged in the buying, selling, licensing,
  or manufacturing of gaming products. Naturally,
  if we can help you teach with games we all win!
  
  3
  By David Millians, Paideia School, Atlanta Georgia USA
  Games are one of the greatest untapped resources available to
  classrooms today. So many people, born curious and creative,
  lose their excitement for discovery, imagination, and learning.
  Across the country, schools laboring to provide necessary edu-
  cation find themselves unable to inspire. Simplification and
  teaching to the lowest-common-denominator have become all
  too common. Games - board, war, and role-play - provide a
  host of opportunities for a classroom. A small investment for
  rules and  supplies gives a teacher countless lessons in a form
  that delights  students.
  ***
  “When do we start?”
  “Can I read the rule book?”
  “Can I draw a map of that land?”
  “Why did that happen?”
  “I won!”
  “What if I try this?”
  “What are our choices?”
  “I need your help.”
  “Am I allowed to write a longer story?”
  “Here’s the plan.”
  “Are you having us play these games so we’ll do math?”
  “This is fun!”
  ***
  Games encourage reading skills. Even the most simple of rule
  books require an eighth grade reading level to understand them,
  and many require much more than that. In addition many play-
  ers go off and  research the era in which a game is set, which
  develops library and research skills.
  Games encourage math skills. Rolling dice, consulting charts
  and tables, and calculating probabilities and outcomes are all
  common occurrences in these games.
  Most importantly, role-playing games are a social activity.
  Having a group of friends to rely on during the tough years
  of  adolescence is invaluable, and role-playing games build
  friendships  that can last a lifetime.
  ***
  Explore the wonders of Ancient Egypt!
  Win where Napoleon lost!
  Follow in the footsteps of Lancelot or Calamity Jane!
  Investigate the Outer Solar System!
  Climb the Himalayas!
  Re-write LeGuin, Twain, or Clarke!
  ***
  Individuals develop their imagination and creativity.
  Cooperation and competition, unlike many traditional les-
  sons, foster a range of social skills. Reading, writing, and
  math are part of or can be built into games with ease.
  Specific games can be used to teach concepts and skills in
  social studies, science, and literature.
  Art and music projects can be woven into a game-based curricu-
  lum. Games can be used within any schedule, though like any
  piece  of quality curriculum they need time. A game can be used
  an hour or two, once per week, or it can be played in a regular
  class period  over an entire week or more.
  Teachers have used games for millennia, but we usually call  them
  simulations. Transforming an entertaining game into an effective
  piece of education often involves only a few changes in vocabu-
  lary.  Many excellent teachers are excited about the opportunities
  offered by games. As teachers experiment and ideas spread, games
  may have a  wonderful effect on students’ experiences in school.
  We all benefit.
  ***
  “Last school year, a junior English teacher, Mrs. Shannon,  approached
  me about a problem she was having with a student named Scott.
  Blessed with great creative skills, Scott was lax in completing assign-
  ments and was frequently absent from school due to migraine head-
  aches. She knew that one of Scott’s interests was role playing; he
  and some other grade sevens played games most days at  lunchtime.
  Since she knew that I knew role playing games, she asked  if there
  might be a way to put the game to some academic use. “At first, I
  simply sat in as a player in Scott’s rather wild  and winging it game.
  Gradually he and I talked and decided that I  might try to lend some
  organization to the game. I introduced the  boys to my long estab-
  lished campaign in the World of Greyhawk.
  “Since that time, Scott’s attendance has picked up  tremendously,
  and his homework got done with some regularity. He is still a typical
  teenage boy, but he has shown some growth in  responsibility and
  maturity. I have become the teacher to whom other  teachers and his
  mother come to when they are having a problem with Scott. The
  rapport we established through the game has helped me to be a
  positive influence on his behavior most of the time.
  AN INTRODUCTION TO GAMES & EDUCATION
  Hey, we had this fun picture and some extra space.  Here’s a challenge for your
  students.  GAMA’s Executive Director, Mark Simmons, is in what was the American
  Wild West. Identify to town below the graveyard he’s at.  Hint- the famous gambler
  and dentist died in this town.  Answer is on page 16.
  
  4
  “Meanwhile, other teachers tell me that
  some of the other  boys in the group have
  used the adventures to help them write
  character sketches and create adventures
  for their English classes.  And since we play
  most days at lunch time, the boys have
  some place to go and people who count
  on their being there. There is no atten-
  dance problem. I monitor about fourteen
  boys in two gaming  groups at the present
  time. “If I am ever assigned junior English
  again, I will do a  section of fantasy litera-
  ture. I think it would also be a positive
  influence on behavior.” - Joseph A. Hackett
  ***
  Games powerfully effect the learning of
  many students, and we  hope that you
  will join us in exploring these wondrous
  possibilities. Please write with any ideas,
  questions, or opinions. Our opportuni-
  ties will expand just as rapidly as we all
  contribute to  bringing games into class-
  rooms. We have listed some specific sug-
  gestions and requests below. Read them
  all! Teachers: Tell us what you are doing
  with games in your classroom. If  you’ve
  received a donation from a company, we
  need to offer feedback.  Lend games to
  other teachers. We need their addresses
  to send them  this newsletter.
  Publishers & Editors: What are you already
  doing to support  classrooms or clubs?
  Do you send games to teachers? What
  are your  questions? Engaging, clear writ-
  ing is essential for teachers and  students,
  especially for those who have little gam-
  ing experience.
  Writers: You are one of the truly great cre-
  ative forces in our  society. What are you
  ideas? Teachers are requesting games
  with a  huge range in historical settings.
  What is possible?
  Illustrators: Who can offer realistic images? Who can stretch  stu-
  dents through their art?
  Wholesalers & Retailers: In many ways, you are the front line.
  What  issues do you see? How are you already supporting schools
  or clubs?  If you know any teachers using games, please put them
  in contact with  us.
  Please let us know who you are.
  The adventure continues.
  The possibilities are endless!
  Teacher David Millians has
  been Chairman  of GAMA’s
  Games in Education
  Committee for ten years.
  David teaches at Padeia
  School, Atlanta
  
  5
  GAMES & EDUCATION BROCHURE 1 NUTS & BOLTS
  BY DAVID MILLIANS
  Some of richest and most intense learning occurs during activi-
  ties and games. This approach to teaching and learning goes by
  many names: direct experience, hands-on-learning, experiential
  learning, and the like. Research and our own experience show
  that this approach to learning is both a powerful motivator and
  form of instruction for students of all ages and abilities. Once
  upon a time, it was difficult to find a well designed game to use
  to practice algebra concepts, explore environmental issues, or
  examine the use of plot and character.
  Often the content of a game is irrelevant to the learning goals.
  Teachers use BAFA and other group games as well as many of the
  card games described here to guide their students to deeper think-
  ing and a greater understanding of complexity. Other games like
  D-Day or Mission ISS  provide instruction in specific areas of knowl-
  edge, history and space sciences respectively.
  With a growing number of quality games in a range of forms, it is
  increasingly easy to find a game activity appropriate to a teacher's
  learning goals. The challenge is how to implement the activity in
  a particular classroom. With the variations in  schedules, space,
  setup, assessment, and so forth, it is difficult to define a plan that
  will work for everyone. There are, however, commonalities for
  many educators. Using these and an appreciation for the broader
  spectrum of circumstances, we will explore the classroom use of
  a variety of games and game types.
  Goals
  It is important that a teacher have a clear goal for the game both
  in selecting and implementing the game. These decisions make it
  much easier to rework a game for a classroom and apply assess-
  ment tools.
  Some games take little time to learn and play and can be kept at
  the ready. I keep at hand a selection of card and simple board
  and puzzle games. During math class I can turn to these for solo,
  partner, and small group play, using one game to practice addi-
  tion and another to introduce my students to the use of variables.
  I have a series of games and other activities through which all of
  my students make their way. Others provide extra practice, and
  some are available for those students who finish an assignment
  earlier than her classmates,
  Some games are much more involved. A board game, a war game,
  or even a roleplaying game might take several hours or more to
  play, require time for assembly of pieces or costumes, and benefit
  from rearranging your classroom or other activity space. I have
  had games run in twenty minute turns over a span of weeks and
  even months. This allows time for students to learn the game and
  to plan between sessions, but it also raises questions? How long
  do I really want my classroom like this? Where do I put all these
  pieces or costumes when not in use? We will explore these ques-
  tions below.
  So it is important that you consider the goal for a game activity.
   • Is it to introduce, teach, practice, remediate, assess, or debrief?
   • Do students need to play it for a particular amount of time or
  until they achieve some goal within the game?
   • Does the whole class need to play the game at the same time,
  or must play be solo and independent? Do small groups and teams
  fit your requirements?
   • How will you assess the outcome of the game for your stu-
  dents? Does the game activity feed into long term assessments
  along with lectures, readings, discussions, or other forms of in-
  struction? Do you need to assess the game itself? Be sure you
  have a way to collect this date as the game proceeds.
  Whenever appropriate, share your goals with your students.
  Game Logistics - Making it Work in Your Classroom
  Each and every game is different, and each teacher, class, and
  classroom has different expectations and requirements. I will ex-
  amine the various types of games later. Here we will explore some
  generalities which can be used to fit a game to your classroom:
  time, grouping, accessibility, and assessment.
  Time
  Many teachers operate within a rotating schedule, teaching a dif-
  ferent group of students every class period. Even if you have a
  self-contained classroom or very long class periods, you and your
  students will probably not want to extend most games or at least
  game session more than an hour or so. It's exhausting.
  The length of class periods varies. Some schools rotate every forty
  minutes, and others might do so at close to two hour intervals.
  Many schools have different rotations on different days of the
  week or for special schedules and assemblies! You know the ar-
  rangement in which you teach, and we can keep this in mind as
  we outline some helpful guidelines.
    • Know how to play the planned game.
   • Define the time constraints for the game. How long does it
  take to teach to beginners, or can students jump right in, per-
  haps with you as their guide? How long does it take to play a
  meaningful session?
   • Many wonderful games are variations on familiar card games
  or traditional board games. This knowledge can provide a quick
  entry into your activity.
   • For extended games, spread turns over more than one class
  period. This can raise issues which I will address below in discuss-
  ing accessibility.
   • Have different sections of your class play against one another.
  Competitions between first and third period, for example, can
  lead to involved play.
  Grouping
  Most games are not designed to have as many players as we have
  students. This can be addressed in many ways, depending on the
  game.
   • Basic card games, dice games, and even board games can be
  played as they are, out of the box, if you want the game to be a
  sideline to your primary instruction or as a supplemental activity.
  Once they have received any necessary instruction from you two
  to six students can play the game quite productively.
  
  6
   • If you have a more complex game or one you wish to use with
  your entire class, create teams of two to a dozen or more for play.
  Team members can share a hand of cards, a pawn on the board,
  or a side in the battle. You can create team mixes that allow stu-
  dents to support one another's learning. Use whatever level of
  agreement you think appropriate in order for a team to act. Una-
  nimity can be a challenge to achieve, but be sure everyone feels
  she has a voice in the decision.
   • Large teams, especially with long turns, can leave some stu-
  dents on the periphery or antsy. In many games you can assign a
  particular role to each students. This is especially true for war
  games, where each student can have her own command within
  the larger armies, leading to the fog of war and sometimes inde-
  pendent generals taking their own lead.
   • You can also give players roles within their group. I have ruled
  that only one, designated student can speak to other teams. An-
  other calls on team members to speak their opinions. Still an-
  other records the members' proposals and the group's final deci-
  sion. In many traditional games, a banker exemplifies this sort of
  duty, giving players more to do, often when it is not their own
  turn.
  Accessibility
  If the students can play the game at their desks or tables, physical
  accessibility is less of an issue. If more space is needed or if the
  whole class is to play at the same time, greater planning is needed.
  What space and divisions do you need to locate or create in order
  to implement the game activity in way what will meet your goals
  and the constraints you face? You may find it useful, up to a point,
  to rearrange your classroom for a game, adding clarity and defi-
  nition to play. This can be as simple as labeling tables or corners
  of the room for certain groups or activities. You can go as far as
  moving furniture or even finding a different space, possibly out-
  doors or in a gymnasium or assembly hall.
  You know best the resources and demands in your classroom and
  school. Not everyone has all of the options described here. Some
  classrooms and topics benefit from more structure than others.
  Perhaps you can team with another teacher. Perhaps third period
  has to be quieter than first period.
   • Students will really like some game activities. This is part of
  what makes them powerful. It is important, however, to define
  for yourself and them when and where the game can be played.
  You do not want to be harassed to allow more time for the game
  than is appropriate, and you do not want them to disturb other
  classes, though some teachers will naturally envy the popularity
  of your classroom.
   • Keeping your goals in mind, define the physical space you re-
  quire. Your activity may benefit from moving tables or allocating
  a bulletin board or chalk board for game use, but be mindful of
  your needs when you are not playing the game. I sometimes mark
  group areas with tape on the floor or signs on different walls of
  the classroom. Any physical clarity aids large group game activi-
  ties.
   • If the game rules come in paperback and hardcover versions,
  get the hardcover version. It may be ten dollars more, but it will
  last so much longer than anything in paperback.
   • Have copies of the rules you are using. All players may need to
  know or access some of the rules, and some of your students will
  want to read them much more thoroughly to gain better under-
  standing or advantages in play.
   • So your game will work with a large group, make extra copies
  of the game rules, playing pieces, or cards. You can get markers,
  pawns, and other components from other games.
   • Laminate cards or other game components. This gives them
  much greater longevity.
   • Hang the game board or map on the wall. This lets your stu-
  dents see the game more easily than on a table, and it does not
  necessarily have to be cleared away at the end of the class period
  or day.
   • Use a photocopier or an overhead projector to display a much
  larger version of the game board or map. This allows your stu-
  dents to see the game activity much more easily.
   • Pins or tacks can be used to mark positions. They stay in place
  better than pawns or cardboard pieces.
   • If you have a small number of pieces to display vertically or
  horizontally, attach velcro to the board and to the backs of the
  pieces.
   • Build or buy a wide rack of low shelves, much like what art
  classrooms use to dry students' paintings. You can carefully slide
  ongoing games into one of the slots.
  Assessment
  We often need to have some kind of assessment as part of or
  following a class or instructional unit. Define your assessment
  based on the goals you have for the game activity.
  In many cases the game itself provides the assessment. The vic-
  tory conditions for the game can be used as the measure of stu-
  dent learning. Who won? By how much? Can you measure the
  success through a measure like game money, points, the num-
  ber of spaces from the finish line, and so forth?
  
  7
  If you are assessing your students learning based on the content
  of the game, as may be the case when recreating a battle and its
  issues through a war game or a card game, you may want to
  administer a test of your preferred format in order to measure the
  students' knowledge following the game activity.
  Other Suggestions
   • I gradually introduce games to my math group as the year
  goes by. After only a few weeks, they can independently play a
  growing number of games.
  Implementing Specific Types of Games
  Different forms of games bring with them distinct structures and
  logistical demands in a classroom setting. In truth, a novel card
  game may have more in common structurally with a board game,
  but for ease of recognition, we have grouped games by their most
  obvious type and can postpone discussions of game design theory
  for another time. Here we will address six types of games: cards
  & dice, board games, war games, roleplaying games, live action
  games, and play-by-mail games.
  For each type of game, I provide several examples.
  CARD AND DICE GAMES
  "Is it luck or skill?"
  Card and dice games are well known in our society and have
  enjoyed many uses in classrooms for many years. This familiarity
  allows you to introduce them more easily without having to ex-
  plain some of the basics, though you may need to reiterate some
  of them briefly, so everyone agrees on how the role of dealer
  rotates, for example.
  Barnyard Critters
  Barnyard Critters is a game of identification, patterns, and group-
  ing. Players must match cards by several qualities, including spe-
  cies and color.
  Barnyard Critters plays best with early elementary school students,
  but my fifth and sixth graders enjoyed the basic game and then
  began developing more complex rules of play in order to chal-
  lenges one another. A full game can be played in a few minutes
  or more.
   • Use it as a breakout activity from a larger group
   • Use it as one of several work stations focusing on categories,
  patterns, and groups.
   • Have older middle grade and upper elementary students play
  it few times and then design their own, more complex pattern
  games. Point out that many traditional card games are pattern
  and grouping games.
  Once Upon A Time
  Once Upon A Time is the game of fairy tales. Cards depict tradi-
  tional story elements as characters, items, places, and events. Play-
  ers draw and discard, attempting to play onto the growing story,
  if possible, in order distribute their cards and win the game. Kids
  of all ages enjoy this game, and they are only limited by their
  imagination and ability to work new components into the collec-
  tive story.
   • Have a group play the game, perhaps a few times if necessary,
  and then each student writes his understanding of the story in
  fuller detail.
   • After playing the game, challenge your students to make up
  their own story card game in a different genre. I've gotten games
  based on African tales, mysteries, and Dr. Seuss.
   • Turn a game story into a skit or play.
  Black Death
  Black Death is a wonderful game about a grim subject. Players
  essentially represent pathogens and vectors as they spread across
  late medieval Europe. The game is quick to learn and play, but it
  can be used with students of any age and experience.
  I used this game as a starter activity about the Black Death and its
  effects on European history. In addition to the map which comes
  as part of the game, I hung several large poster maps of Europe in
  the classroom to show various aspects of the period. I divided the
  class into six teams of four or five players, each team representing
  a potential plague. The students quickly added on their own col-
  orful team sign boards and even facial scarring makeup in the
  case of one group.
  It takes longer to play with teams, but this gave each group time
  to observe and plan their next moves, and it allowed me to direct
  their questions as they began to form through the course of play,
  I needed to occasionally clarify a rule, but otherwise the game
  tended to proceed smoothly.
  For the next day, each student was assigned to write a paragraph,
  a tight paragraph, about the game and its parameters.
  Sixth Grade Diplomats - In the game Diplomacy, the players act as diplomats for
  their country. Peace, trading, alliances, etc. are negotiated and played out
  between nations.
  
  8
   • What was your team's strategy?
   • What led to victory?
   • Was the game realistic or not?
  We took the time to discuss the game, especially its depiction of
  the spread of disease.
  From here we proceeded with lectures on the reality of disease in
  fourteenth century Europe; spread and mortality rates; writing
  journals from the point of view of a Levantine sea captain, a monk
  in middle Europe, or a young noble England; and  a visit from a
  local health official to discuss and even view some modern patho-
  gens! As we examined each new aspect, my students were able
  to refer back to the discoveries made while playing the game.
  You could combine this game with Infection and really generate
  some interesting explorations of diseases and other maladies.
  BOARD GAMES
  "How do you win?"
  Board games are a familiar form, so compared to many other
  types of games, they are quicker to teach and play. Many board
  games are based on popular forms like Monopoly or Trivial Pur-
  suit.
  Dino Hunt
  Kids love dinosaurs! Players or teams travel back and forth along
  a simple timeline, as they compete to capture various prehistoric
  creatures, primarily dinosaurs, and send them back to their futur-
  istic, rival zoos. In general larger or more spectacular creatures
  are worth more points.
  The number one component of this game are the creature cards.
  Each depicts and describes a species of prehistoric creature in
  detail. These fact cards themselves can be removed from the game
  and used in many ways to investigate dinosaurs and their tempo-
  ral companions. Just playing this game is sure to generate loads
  of questions about ancient fauna.
   • Play the game or use some other means to introduce students
  to the variety of information contained on the cards. Then con-
  duct a quiz show in teams to give your students a chance to
  demonstrate their mastery of the material.
   • Group the cards by geological eras and have students look for
  patterns in the evolving forms of the creatures.
   • After a game, have the students complete a writing exercise in
  which they convert the play of the game into a smooth story,
  including all of their ups and downs, victories and disasters.
  Journeys of Paul
  I used this game as part of a Sunday school program. When it
  came time to examine the New Testament, the places and names
  were just too foreign for my students to appreciate. This game
  gave them an immediate sense of the geography involved in the
  travels and letters of early Christians, and it drove home many of
  the challenges faced by an aggressive but suspect group at that
  time. It led to many discussions and projects.
   • Have students compare the challenges facing the early Chris-
  tians and their leaders with those faced by young people or lead-
  ers today. This can be a discussion or a writing assignment.
   • This game includes a beautiful map, as fine as or finer than
  anything from National Geographic, covering the eastern Medi-
  terranean Sea from the Levant to Italy, from North Africa to the
  Black Sea. Towns, roads, provinces, and physical features are dis-
  played in wonderful detail. Use the map for geography lessons
  of many kinds. For example, students can look at the distribution
  of cities related to mountains and rivers.
   • Have students attempt to play the game in a way to parallel
  the journeys of Paul as exactly as possible, earning points for
  doing so, even if they do not complete the regular game's vic-
  tory conditions.
  There is a wealth of board games available
  that are suitable tools for classroom use.
  HAPPY STRATEGISTS
  
  9
  Moonshot
  This is a complex boardgame in which players compete to com-
  plete the infrastructure, technology, and payloads to triumph in
  space race. It accurately reflects the issues and challenges of this
  tremendous historical undertaking.
  I group my students into teams to play this game. They quickly
  adopt nationalistic, even jingoistic, language, as they scramble
  to have the right stuff. I extend the game over several weeks,
  using the time between game turns to examine the history and
  science behind the game. We listen to President Kennedy's speech
  and read portions of astronauts' journals. We explore the physics
  of payload trajectories and lunar orbits, the chemistry of rockets
  and moonrock.
  This game could handily introduce an entire study of space sci-
  ences. You could also play it at the end of such a course.
  Technopoly
  In Technopoly players try to secure the most lucrative high-tech
  contracts. Some pay off sooner than others, and all of them ex-
  pire at some point. The board for this game resembles that for
  Monopoly, but it is more complex, for the path of play includes
  loops, and the playing pieces can reverse directions. The contract
  cards provide just enough information to whet the players' appe-
  tites, soon leading to interesting questions and discussions.
   • Have different sections of the same class - second, third, and
  fourth period - play as large teams to best the others. I recom-
  mend hanging the game board on the wall for easy viewing. You
  can lightly tape the pieces to its surface.
   • Have teams compete within a single loop of the game path.
  This will focus your students on a specific segments of modern
  industry like computers or military.
   • Before, during, or after introducing the game, have your stu-
  dents research the companies and products appearing in the
  game. This research will serve a different purpose, depending on
  when in relation to playing the game they do it. Done before-
  hand, it will inform their activities in selecting promising con-
  tracts. I have had them do basic research any time they want to
  gain a contract. This slows play, but it makes it much more rich.
  Finally, once they have played the game, students are often ea-
  ger to research the real high tech industry.
  WAR GAMES
  "Are you the next Alexander or Sherman?"
  In some ways, war games are a form of board game, but they
  tend to involve play across a broad area, rather than the linear
  path of most board games or even the highly structured moves
  in chess. In their roles as commanders, diplomats, or national
  leaders, players have a great deal of flexibility in how they apply
  their forces and moves. This makes for dynamic reenactments,
  but it also makes the game somewhat harder to teach and play.
  Any war game could in theory be used to expand students' knowl-
  edge of the conflict depicted, but some games are much more
  accessible and therefore appropriate.
  It is important, as with any game, to know yourself how to play.
  Don't worry about being familiar with every minute rule or rare
  possibility. You can explore these with your students, should they
  arise. Some students, especially older ones, will want to dig into
  the rules, some seeking advantages in pay, others simply curious.
  Let them explore!
  D-Day
  This game and its board covers western Europe and clash of forces
  along the coast of France and the Allied drive into Germany. A
  great deal rides on players' initial assumptions about their oppo-
  nents plans and initial setup. A miscalculation along the Atlantic
  Wall can affect the rest of the game. The rules are relatively short
  and quick to learn.
  Role Playing games involve students in social situations, learning to interact
  while practicing alternate points of view. In this photo students at a
  neighborhood school share a live action roleplaying game set in China.
  VICTORY !!
  
  10
  This game is designed for two players, though, of course, I usu-
  ally play it in teams with my students. I give each student a com-
  mand within the army of one side or the other. Some might con-
  trol only a single unit, others several units. This makes players
  very protective of their pieces and increase the fog of war.
   • Analyze the game board with your students. How would you
  have set up your units differently? How does the geography af-
  fect the strength and play of units? What is the effect of air power?
  How important are cities?
   • Have your students find images from the war in books and on
  the internet. Photos of Normandy or Berlin at the end of the war
  will deepen the impact of the game.
   • After play, have students write a history of the conflict. You can
  compare it to portions read from Stephen Ambrose's Citizen Sol-
  diers.
  Midway
  This game reenacts this early sea battle of World War Two on one
  main board and several subordinate game boards. These help
  players to organize their ships and planes, and they add to the
  uncertainty both sides experienced historically. Each playing piece
  gives interesting details and a silhouette. The game manual pro-
  vides even more information about the context, issues, person-
  nel, and technology of this turning point in the War of the Pa-
  cific.
  Like many war games, the board and other materials provide ex-
  cellent sources of information, which can be used independently
  of the game itself.
  When I run this game with my students, usually as part of a study
  of World War Two or the Twentieth Century more generally, I
  split the class into two teams and give each student a specific
  command, sometimes a ship or group of planes. I have taped the
  game boards to a large table and also hung additional maps,
  charts, and posters on the walls around the play area.
   • Pause the game regularly, especially in initial turns, and have
  players write a cogent paragraph describing each one's recom-
  mendation to their superiors. At that time or after the game has
  concluded, go through these predictions and plans with them.
  How accurate was their information? How well would their plans
  have actually worked? Why were some ideas used and others
  rejected in the actual game?
   • Add a diplomatic aspect to the game. You can have some stu-
  dents play the role of officials from the USA and Japan, or you can
  have all of your students alternate between commanders and dip-
  lomats. Have them research their issues and goals of their side
  and then debate their reasons and methods for gaining and hold-
  ing power in the Pacific Ocean. You decide who made the stron-
  ger argument and add or subtract points from one or both teams
  in the following game turn.
   • After playing the game, a group of students took what they
  had learned and developed a broader game of the Pacific war.
  They then invited the class to play. The game needed some heavy
  modification, as we played, but it was a wonderful exercise in
  research, geography, diplomacy, mathematical statistics, and his-
  torical might-have-beens.
  ROLEPLAYING GAMES
  "My guy, the biologist, he's going get a sample."
  Roleplaying games are a wonderful opportunity to involve stu-
  dents in storytelling. Unlike Live Action Games, which I describe
  later, all of the action takes place in words, the more descriptive
  the better. Especially as Language Arts activities, roleplaying games
  can be played purely for the creation of stories. In addition some
  game settings are rich opportunities to explore topics in history
  and science.
  Implementing a roleplaying game in the classroom involves some
  planning.
   • What is the goal for the story, and do the students know the
  goal at the beginning of the game? Sometimes the goal is simply
  to survive or to reach their destination. Others can be far more
  complex, especially if the story is a mystery or involves elements
  unknown at the start of the tale.
   • Will you create the characters, or will the students? Creating
  them yourself takes time, at least ten minutes per student, but it
  gives you much more precise control of the game. On the other
  hand, having your students create their own characters within
  careful parameters allows them to practice and display their own
  imagination.
   • How long will the story run? If you want to have three hours of
  story, probably the minimum time needed to allow most every
  student to have some involvement in the tale, and you're going
  to play for thirty minutes during each class, then you need to
  have at least six days to play. You don't have to play six days in a
  row. You can play once each week for six weeks. Just be sure to
  plan your time, and be ready for the kids and you to wish you
  had more time. Roleplays are very involving.
  Roleplaying allows students to experiment with their personal voice
  and express themselves, revealing unexpressed strengths, con-
  cerns, and questions. Watchful teachers can these revelations.
  Blue Planet
  Blue Planet is a wondrously imaginative science fiction roleplay-
  ing game set in the near future. It supposes a complex history for
  the next two centuries and discovery of Poseidon, an Earthlike
  but ocean-covered planet in a neighboring solar system. On
  Poseidon all of the virtues and vices of humanity intersect, raising
  a variety of social and ecological issues.
  The rules are realistic and clear, though like any set of roleplaying
  rules, they can appear daunting. Read the short overview and
  concentrate only on the rules that apply to the story you want to
  tell. This game has good reference charts, so look them over and
  know where they are in the manual.
  I've run Blue Planet primarily to introduce or explore units on
  biology, ecology, evolution, modern technology, social change,
  and zoology. The setting includes many interesting surprises and
  issues. The game includes several scenarios, and you will soon be
  creating your own challenges. In a short time my students grapple
  with their own assumptions and knowledge. They come back
  hungry for more.
   • The Moderator's Guide includes many short, introductory sce-
  narios. Use them! I particularly like Aborigine Specimen on page
  25, Sticky Business on page 34, Compromising Circumstances on
  page 40, The Menagerie on page 75, and Holy Waters on page
  
  11
  98. Combine any of these with the Noonbird's unusual and hilari-
  ous intelligence gathering! Keep the characters very basic.
   • I have also used the basic game rules to lead my students
  through some basic maneuvers in space or deep below the seas.
  Simply arriving safely can be a tremendous challenge.
   • After your students gain a little familiarity with the flora and
  fauna of the alien world, challenge them to imagine and describe
  the possible life in various other extraterrestrial environments: hot
  & dry, almost completely frozen, or exotic atmospheres. The
  speculative biology can be taken to great depths and prove won-
  derfully insightful.
  Heroquest
  Heroquest is a simple, flexible roleplaying system attached to the
  mythological game world of Glorantha. You can use the rules
  with or without the setting provided. Students are fascinated by
  mythology, and children all have a need to test and define their
  power in the world. What better way than as heroes? The game
  system is so adaptable, though, that you can use it to define the
  characters and challenges in any setting, so it is available for any
  genre of literature - historical fiction, horror, mystery, science fic-
  tion, 
  western 
  - 
  as 
  well 
  as 
  mind 
  excursions 
  or
  Gedankenexperimenten in any field, astronomy, biology, math-
  ematics, space science, Have you ever read Holes, Johnny Tremain,
  La Morte D'Arthur, or The Number Devil? Have you ever seen the
  movies 2010, The Incredible Journey, or Time Bandits? Let your
  students live it viscerally, and they will learn remarkably.
   • Use the world of Glorantha and its grand, detailed realm of
  myth and adventure! Have your students rescue their fellow Bi-
  son Riders from the Mistress of Disease. Take them to a grand
  tournament of knights near the contested border of Safelster and
  Seshnela. Seek the lair of the dragon!
   • Heroquest uses a system of ability and challenge ratings, and
  this system can serve you well for any roleplay situation you need
  to create. If your students are going to seek the Northwest Pas-
  sage, they need to have abilities like Outdoor Survival and Sailor.
  If they are going to survey the coast of Antarctica, on the other
  hand Arctic Survival is good, as are various scientific abilities and
  vehicle handling skills. These ability ratings mean there is some
  measure of their potential. They can’t simply do anything, but
  you also have an opening to give them information or a new
  chance to complete their goal.
  LIVE ACTION GAMES
  "Never have a suffered a greater honor than to be in the presence
  of one whose wit and taste are so equally magnificently mori-
  bund!"
  Live action games tell their stories in character. If roleplaying games
  are often like stories told by a group, a live action game is a group
  of stage actors with characters but without a script. Armed with
  goals and their own creativity and dressed in whatever elements
  will evoke their characters, they attempt over the course of the
  game to enjoy a lively story and arrive at a conclusion that is
  dramatic, if not successful. There are some rule systems and ex-
  amples out there, but most live action have relatively simple rules
  and are still written mostly by these who present them.
  I have played in live action games which run for several hours at a
  time and are complete. In my own classroom, I have a major live
  action game every year, based on our theme of study. The game
  activity runs ninety minutes at a time on most Friday afternoons,
  though my students eagerly research and push their goal during
  the time between turns. Over the course of many months my
  students get our topic under their skins. They live it. That's why
  they are  called live action.
   • My live action game of ancient Egypt is called Tut and centers
  on the royal court of the boy  king  made famous by Howard
  Carter in 1922. All of the characters are historical. I wrote them
  myself, giving each goals, resources, and power. Every player needs
  things or help from other players in order to accomplish his goals.
  Each player has more goals than he can possibly accomplish dur-
  ing a single school year of play. My rules are simple, confined to
  annual agricultural production, the cost of shrines and temples,
  and rock-paper-scissors for any battles. How do we know how
  much to get, if we trade? Just see what the market will bear, Your
  Holiness.
   • My live action game for ancient China, Zhongguo, takes place
  during the seventh century rule of Empress Wu, the only woman
  in Chinese history to have actually taken the throne as a full, reign-
  ing emperor. As in Tut, my students portray various historical of-
  ficials and courtiers of this tumultuous time. Trade and interna-
  tional relations were complex during the T'ang Dynasty, so the
  rules underpinning the game have several more pieces, covering
  markets, religious conversions, and so forth. The machinations
  gain in complexity and severity as the year progresses.
  Company contact information for the games mentioned is on
  page 15.
  Editors Note about Processing:
  It is very important for the Teacher to facilitate the Processing in
  the classroom.  A Game is merely a tool to provide the learners
  with a common experience  which they can then discuss. That is
  worth reiterating; the game is a common reference; the learners
  have all shared in the experience of having played the game to-
  gether. Once the learners have a common experience, the dis-
  cussions that follow,  help the learners to speculate, theorize, draw
  conclusions, explore many directions, and Process the experiences
  into meaningful lessons.
  Lessons learned through play are more meaningful and stay with
  the learner longer than through some  traditional classroom prac-
  tices.
  
  12
  by David Millians
  The Smithsonian Series, published by Avalon Hill, is a  favorite
  source of material and curriculum for me as a teacher, and  my
  students love to play them.  Each game in the series depicts an
  important military clashes.  Avalon Hill's Smithsonian Series of
  wargames examines several important, historical, military con-
  flicts  with attention to both their complexities and ease of play.
  Each  game stands alone, though many basic rules are similar
  from one game  to the next, and mastery of one allows even
  easier play of the  others. I am familiar with D-Day and Midway,
  both of which I have  used with students.  Each has proven its
  value as a general classroom  tool and in individual, remedial work
  with students trying to  strengthen their problem solving abili-
  ties, spatial skills, and math  facts.
  WHOLE CLASS ACTIVITY
   I used D-Day and Midway as part of a year long study of World
  War Two with fifth and sixth graders.  In addition to lectures,
  readings, research projects, literature classes, other simulations,
  and more, we played these two games in order to better under-
  stand  both these particular battles and the broader and more
  complex issues  of the war as well.  I had but a single copy of each
  game, my  schedule was organized in fifty minute blocks, and I
  faced a crowd of  thirty bright but inexperienced fifth and sixth
  graders.
  I chose to set aside always valuable display table space for  the
  game boards.  With only one copy of the game in hand, I divided
  my students into opposing teams, representing US and Japanese
  forces  in the central Pacific Ocean in 1942 and Allied and Axis
  forces in  Europe in 1944.  Naturally even these decisions on my
  part generated  opinions and discussions.  Even more followed
  when I assigned each  student herself to a particular, historical
  commander.  Most every  student did more than the basic, as-
  signed research on his alter ego.  A little type casting here went a
  long way toward establishing an  appropriate tone during the
  game itself.  I usually give the highest  leadership positions to the
  class leaders, though I sometimes alter  this to give someone new
  a chance to practice these sorts of skills.  In general younger stu-
  dents received lower commands, again creating a  more realistic
  tendency on everyone's part.
  Before playing either game, we familiarized ourselves with  the
  circumstances leading to the clash.  I took a few minuted to  out-
  line the basic mechanics of the games and then assured them
  that  they should simply make their decisions and that I would
  help with  the translation of these ideas into events on the game
  board.  This  allowed for quick play, for the rules were not hard
  for an adult to  master quickly.  My students enjoyed giving or-
  ders, and the  transformation of their ideas into actual events
  increased the sense  as we played of the fog of war.
  We played a few rounds of the game at each sitting, if  sitting is
  really an appropriate word, for almost every moment of  play saw
  students moving to examine the battlefield board, weather  in-
  formation, and recent movements of forces and huddling to con-
  fer on  future plans.  Students remonstrated with other command-
  ers and  grumbled or crowed with delight at an assignment or
  success.  Any  and, as it turned out, most every plan or move-
  ment produced rich  discussions.  Even the map and the simula-
  tion of elements like  weather lead to passionate examination.
  Naturally we followed these activities with further  explorations
  of the battle and its place in grand events of the  Twentieth Cen-
  tury.  Young admirals and generals proved eager to  absorb the
  information of a lecture or homework assignment, for the  issues
  were alive and meaningful for them, and they all felt able to  pon-
  der our concerns.  Readings and movies followed, and I was  pleas-
  antly surprised by their ability to analyze these media and the
  ways in which they had accentuated or modified the history which
  they  depicted.
  All in all these games provided my students with a rich and  pow-
  erful window on history and society.
  INDIVIDUALIZED INSTRUCTION
  Like many teachers, I also tutor individual students.  I make  regu-
  lar use of games and the student's own interests as a media for
  best tackling whatever skills or issues are most limiting that
  student's school performance.  Many types of games allow me to
  break  through the frustration or mundaneness of typical school
  work.  Card  games, board games, war games, and adventure
  games all require and  strengthen in various ways language and
  math skills, problem solving,  planning and organization, and
  much more.  Chosen and used carefully  with remedial students,
  these activities can rapidly increases  abilities in the targeted ar-
  eas.
  I have used D-Day and Midway while tutoring two different,  fifth
  grade boys, Isaac and Donald, in problem solving abilities,  spa-
  tial skills, and math facts.  Both had struggled for years in  these
  areas, and both had anxiety clouding their ability and  willing-
  ness to do further work to address such gaps as were  increasingly
  handicapping their performance in other academic work as  well.
  Both boys were also fascinated by history and warfare, a not  un-
  common trait in children of this age.
  The wargames afforded several opportunities.  They wanted to
  come work with me, for they saw pleasure in what we were to
  do.  I  spent significantly more time on the game mechanics than
  I had with  my whole class activity.  Learning the regular rules,
  mastering the  complicated but linear language of the rule text,
  and beginning to  plan strategies were all valuable outcomes of
  this introduction.  The  play of the game itself required regular
  exercise of arithmetic  skills and both short and long term plan-
  ning.  They were eager to  play more than once, and their confi-
  dence and skill grew  dramatically, and all of this carried into their
  more formal,  academic work with me as well.
  It is a luxury to have individual time with a student, and it  is a
  pleasure to see them so quickly warm to their greatest  challenges.
  The fulfilled the adage that "It's not whether you win  or lose, but
  it's how you play the game."  Learning by doing, they  strength-
  ened their weaknesses and expanded their horizons.
  Let the games begin!
  JOLLY LITTLE WARS
  AN EXAMPLE OF GAME APPLICATIONS
  
  13
  CLASSROOM GAMES
  By David Millians
  Teachers have been using games in their classes for  millennia,
  for as long as there have been teachers. Simulations,  reenact-
  ments, role plays, military games, and the like have always
  been valued tools in many teachers’ bag of tricks.
  Much of the richness of these tools has been lost in the  mod-
  ern classroom. State teacher education programs rarely en-
  courage  the creativity necessary for quality teaching through
  games and other  equally powerful techniques. Teachers often
  find themselves in  schools that have been leveled to the low-
  est common denominator,  babysitting students until they can
  graduate. Traditional published  games and simulations cater
  to this diluted, simplified environment.
  Many teachers do lead exciting classrooms, but individual  in-
  novation or even variance requires constant effort. We hope
  that  this newsletter will support teachers, parents, publishers,
  and  students.
  One way to open up the modern diversity of published games,
  still mostly locked in the entertainment field, is to point out
  their  similarities with what has already gone before:
    * Board Games have been a valued and documented teach-
  ing method for  centuries, dating back at least to Sumerian
  puzzles in clay and  appearing in many forms today. Though
  often played for entertainment,  the value of these games was
  recognized. Once maligned, chess may be  the clearest main-
  stream example of the value of these games.
    * Card Games have grown from divinatory objects and simple
  gambling  tools into a rich array of puzzles and challenges.
  These games and  activities brim with mathematics and other
  logical skills.  Card  games, many created with beautiful imag-
  ery, now contain themes from  literature, science, history, my-
  thology, sports, and beyond.
    * War Games have been developed in many forms to train
  soldiers and  leaders. They are essentially refined board games.
  It is only in this  century that they have also become strongly
  recreational.
    * Role Playing Games and Live Action Games actually tap
  into the  oldest forms of these traditions. While entertaining,
  storytelling  and drama have always been powerful cultural
  elements, teaching the  young the elements of their people,
  past, and opportunities. From  brief examples to Model U.N.
  projects, we are already using these.
  We are limited only by our imagination.
  STUDENTS AS DECISION MAKERS
  By Jeff Kingston
  As a teacher, I provide access to a medium by which some of
  our students get the chance to make decisions and live with
  the decisions they make. The medium? Why, simulation games,
  of course.
  So often in education we fail to allow our students to make
  decisions and most teachers will agree on this one point: young
  people thirst for the chance to make decisions!
  In fact, they crave it.
  Nothing is real until it is experienced. Now understand me
  on this: I am not talking about what so  many educators label
  “critical thinking skills.” Keep it simple. Get  students to make
  a decision. Choice A or Choice B. Live with it. Wear  it for a
  while. Then move on to the next decision.
  Sound familiar? It should. What I have just described to you  is
  what many of us have come to know as simulation gaming,
  be it a  role playing game or a board game. Gamers make
  hundreds of decisions  within the course of a single game. Yet
  as educators, we cringe when  our well educated students fail
  to make good decisions, both in and  out of school,and all we
  seem able to do is shrug our shoulders and  say, “what a
  shame”. Why do we say this? Did we ever take the time to
  teach or reinforce the idea of a student making a decision,
  other  than on a quiz or exam? Did we allow them to make
  bad decisions and  give them the opportunity to live with
  them?
  Think back to the last game you played. Did you at some
  point  in the course of play make a bad decision? Of course
  you did! You  probably had your share of good decisions as
  well. Yet regardless of  your decision, the game progressed
  onward and you had to continue  play.
  So what’s the point? The point is that simulation gaming
  allows young people the  opportunity to make decisions, good
  and bad, and to put all of these  decisions into a format filled
  with goals and objectives. Sounds like  pretty familiar stuff to
  me. What about you?
  The Play Is The Thing. Can students learn from making deci-
  sions? Fashion it this  way: Can a player develop a solid strat-
  egy for later successes in a  game based upon earlier failures?
  I can only speak for myself that a  good deal of my successful
  game strategies were derived from the  ashes of my failures.
  Can students learn from failure? Perhaps we should look to
  sports for the answer. After all, it too incorporates a “game”
  format.
  In baseball, if you hit the ball safely only 33% (1/3) of the
  time, you are a success. What about the times a player fails?
  Does he learn from previous experience? Does he remember
  chasing an outside slider when behind in the count? The next
  time up he doesn't chase the slider and gets the pitch he wants.
  The next thing you know the ball is bouncing off the centerfield
  wall and our batter is standing on second base!
  The same is true in gaming.
  Bad decisions may have been made in haste. Perhaps previ-
  ous knowledge provides clues to future direction. Cause and
  effect are noted, weighed, and applied to the situation at hand.
  Previous poor choices give way to good ones as the game
  progresses.
  There are no money back guarantees in life and simulation
  gaming reinforces this while at the same time providing an
  environment to experience the feel of success and failure.
  So there you have it. Students need the opportunity to make
  decisions in a safe environment, one that provides the model-
  ing for more important decisions they will make away from
  the table.
  Jeff Kingston is a high school teacher in Atascadero, CA and teaches at West
  Mall Alternative School. He began historical simulation gaming in 1968 and has
  incorporated it into the school's curriculum.
  
  14
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  LITERATURE REVIEW OF GAMES & SIMULATIONS
  This is a list of research and other articles about games and simu-
  lations used in education. It has been compiled by David Millians.
  A longer version is available at www.gama.org.
  T. Cavanagh, Simulation Gaming in Canadian History. Sherbrook, Quebec: Pro-
  gressive Publications, 1976.
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  nal: Wargaming and Modeliung Supplement (2002) Issue 1, pages 24-27.
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  Brunswick, New Jersey: Nicholls, 1987.
  Elizabeth Christopher & L. Smith, Negotiation Training Through Gaming. East
  Brunswick, New Jersey: Nicholls, 1991.
  L. Clegg, E. Miller, W. Vanderhoof, Jr., “A Simulation Trip to Africa” in Celebrating
  Diversity. New York: Delmar, 1995.
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  ementary School Journal (1978) Volume 78, Number 4, pages 247-253.
  J. Coleman, “Academic Games and Learning” in R. Stadkley (ed), Handbook of
  Simulation in Social Education. University, AL: Institute of Higher Education Re-
  search & Service, 1980.
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  Bellinger (eds), Contemporary Marketing, 1977 Educators’ Proceedings. Chicago:
  American Marketing Association, 1977.
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  pean Journal of Operational Research (1980) Volume 5, pages 36-41.
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  ogy: 10 Years of Lessons Learned on the Use of Simulation Games” in Interna-
  tional Play Journal (1994) Volume 2, pages 122-134.
  David Crookall, J. Klabbers, A. Coote, D. Saunders, A Cecchinni, A. Paine (eds)
  Simulation-Gaming in Education and Training. Oxford: Pergamon, 1988.
  David Crookall, Simulation, Gaming, and Language Learning. New York: Newbury
  House, 1990.
  David Crookall & K. Arai, Simulation and Gaming Across Disciplines and Cultures.
  Thousand Oaks, CA: Sage, 1995.
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  A. Cumming, “Simulation or Reality? A Group Project in Writing” in TESL Canada
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  A. Cunningsworth & D. Homer, “The Role of Simulations in the Development of
  Communication Strategies” in System (1985) Volume 13, pages 219-224.
  T. Dai, Roru Pureingu [Role Playing]. Tokyo: Nihon Bunka Kagakusha, 1986.
  M. Dedrick, “A Study of Immigrant Experience” in Social Education (1993) Vol-
  ume 57, pages 45-47.
  Defense Modeling and Simulation Office, Defense Modeling and Simulation Ini-
  tiative. Washington: Director of Defense Research & Engineering, Office of the
  Secretary of Defense, 1992.
  A. de Geus, “Planning as Learning” in Harvard Business Review (1988) Volume 66,
  Number 2, pages 70-74.
  John Dewey, Experience and Education. New York: Harper, 1929.
  R. Di Petro, Strategic Interaction: Learning Languages through Scenarios. Cam-
  bridge, UK: Cambridge University Press, 1987.
  Robin Dixon, “Toward Greater Authenticity: A Case for Divergent Simulations” in
  Simulation & Gaming (2002) Volume 33, Number 3, pages 360-366.
  N. Douse & I. Macmanus, “The Personality of Fantasy Game Players” in British
  Journal of Psychology (1993)  Volume 84, pages 505-510.
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  of Educational Technology Systems (1991) Volume 19, Number 3, pages 265-
  276.
  T. Duff, “Avoid the Pitfalls of Simulation” in Automation (1991) pages 32-36.
  Richard Duke, “The Human Settlement Gaming/Simulation Exercise: A History of
  UNESCO’s Usage of Gaming Methodology for Training Human Settlement Man-
  agers in the Third World” in Proceedings of the 7th Annual ISAGA Conference.
  Caracas: Simon Bolivar University, 1976.
  
  15
  Richard Duke, “Nutritional Planning in Developing Countries via Gaming/Simula-
  tion” in Health Education Monographs (1977) Number 5, Supplement 1.
  Richard Duke, “Gaming: A Emergent Discipline” in Simulation & Gaming (1995)
  Volume 26, Number 4, pages 426-439.
  J. Dunnigan, “Experience with Commercial War Games” in Proceedings of the
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  Schools” in Simulations / Games for Learning (1992) Volume 22, Number 3, pages
  195-209.
  K. Entwhistle, “Prospects and Constraints in Using Simulation Games for Language
  Learning” in Simulation & Gaming (1990) Volume 21, Number 1, pages 74-78.
  J. Euliss, “Wargaming at the U. S. Naval War College” in Naval Forces (1985)
  Volume 6, Number 5.
  A. Faria, “A Test of Student Performance and Attitudes under Varying Game Con-
  ditions” in A. Burns & L. Kelley (eds), Insights into Experiential Pedagogy. Stillwater:
  Oklahoma State University, 1986.
  Gary Fine, “Legendary Creatures and Small Game Playing Cultures: Medieval Lore
  in Contemporary Role-Playing Games” in Keystone Folklore (1982) pages 11-27.
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  sity of Chicago, 1983.
  G. Forman & F. Hill, Constructive Play: Applying Piaget in the Preschool. Monterey,
  CA: Brooks/Cole, 1980.
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  Journal of Experimental Education (1980) Volume 48, pages 264-280.
  Marsha Frame, Christian Flanagan, Janet Frederick, Roberta Gold, Sherrie Harries,
  “You’re in the Hot Seat: An Ethical Decision-Making Simulation for Counseling
  Students” in Simulation & Gaming (1997) Volume 28, Number 1, pages 107-
  115.
  J. Fripp, Learning Through Simulations. New York: McGraw-Hill, 1993.
  Amparo Garcia-Carbonell, Beverly Rising, Begona Montero, Francis Watts, “Simu-
  lation/Gaming and the Acquisition of Communication Competence in Another
  Language” in Simulation & Gaming (2001) Volume 32, Number 4, pages 481-
  491.
  Hyacinth Gaudart, “Games as Teaching Tools for Teaching English to Speakers of
  Other Languages” in Simulation & Gaming (1999) Volume 30, Number 33, pages
  283-291.
  J. Gentry, “Group Size and Attitudes Toward the Simulation Experience” in Simu-
  lation & Games (1980) Volume 11, Number 4, pages 451-459.
  J. Geurts & P. van Wierst, “Spelsimulatie: Oefenen met Complexiteit” [Gaming:
  Exercises in Complexity] in J. Kessels & C. Smit (eds), Spelsimulatie in
  Managementopleidingen. Deventer, The Netherlands: Kluwer, 1991.
  Frederick Goodman, “Instructional Gaming” in M. Alkin (ed), Encyclopedia of
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  Kenneth Goosen, Ron Jensen, Robert Wells, “Purpose and Learning Benefits of
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  47.
  Jerry Gosenpud & J. Washbush, “Predicting Simulation Performance: Differences
  between Groups and Individuals” in Developments in Business Simulation and
  Experiential Exercises (1991) Volume 18, pages 44-48.
  J. Gouskos, “Three Benefits Every Simulation Buyer Should Understand” in Indus-
  trial Engineering (July 1992) pages 37-40, 65-68.
  Cathy Greenblat, Designing Games and Simulations. Newbury Park, CA: Sage
  Publications, 1988.
  Harold Guetzow, C. F. Alger, R. A. Brody, and R. C. Snyder (eds) Simulation in
  International Relations. Englewood Cliffs, NJ: Prentice Hall, 1983.
  Lisa Gundry & Jill Kickul, “Flights of Imagination: Fostering Creativity through
  Experiential Learning” in Simulation & Gaming (1996) Volume 27, Number 3,
  pages 334-349.
  Magdolna Halapi & Danny Saunders, “Language Teaching through Role-Play: A
  Hungarian View” in Simulation & Gaming (2002) Volume 33, Number 2, pages
  169-178.
  Alex Hall, An Investigation into the Value of Fantasy Role-Playing Games as a Strat-
  egy in Developing Children’s Creative Writing. Bonham, Texas: CAR-PGa, 1988.
  Gene Halleck & Rebecca Damron, “Integrating a Conference Simulation into an
  ESL Class” in Simulation & Gaming (2002) Volume 33, Number 3, pages 330-
  344.
  S. Harper, “Social and Psychological Effects of Simulation in Foreign Language
  Learning” in System (1985) Volume 13, pages 219-224.
  R. Hayes & S. Horton, “War Gaming, Modeling and Simulation for C2 Training” in
  Signal (1989) Volume 43, Number 11, pages 31-35.
  W. Hazelton & J. Jacob, “Simulating International Diplomacy: The National Model
  United Nations Experience” in Teaching Political Science (1982) Volume 10, pages
  89-97.
  M. Herzig & D. Skidmore, “Nations: A Simulation Game in International Politics”
  in Pew Case Studies in International Affairs (1995) Number 169.
  P. Hewitt, “Games in Instruction Leading to Environmentally Responsible Behav-
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  35-37.
  E. Hilke & R. Skrentny, “A Study and Simulation of International Trade” in Social
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  Mark Holsworth, ”Walk a Mile in Someone Else’s Shoes” in Interactive Fantasy
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  Phillip Hubbard, “Interactive Participatory Dramas for Language Learning” in Simu-
  lation & Gaming (2002) Volume 33, Number 2, pages 210-216.
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  Ken Jones, Simulations: A Handbook for Teachers and Trainers. London: Kogan
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  Martha Kaplan, “Learning to Converse in a Foreign Language: The Reception
  Game” in Simulation & Gaming (1997) Volume 28, Number 2, pages 149-163.
  Megumi Kashibuchi & Akira Sakamoto, “The Educational Effectiveness of a Simu-
  lation/Game in Sex Education” in Simulation & Gaming (2001) Volume 32, Num-
  ber 3, pages 331-343.
  Jerome Katz, “Institutionalizing Elegance: When Simulation Becomes a Require-
  ment” in Simulation & Gaming (1999) Volume 30, Number 3, pages 332-336.
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  M. Kleg, “Rights in Conflict: An Inquiry Simulation on Smoking” in Social Studies
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  16
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  L. Lewis (ed), Experiential and Simulation Techniques for Teaching Adults. San
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  17
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  L. Vygotsky, “Play and Its Role in the Mental Development of Children” in Soviet
  Psychology (1967) Volume 5, Number 3, pages 6-18.
  Rex Walford, “St Philip: A Simulation about the Development of a Caribbean Is-
  land” in Journal of Geography (1983) Volume 82, Number 4, pages 170-175.
  S. Weil & I. McGill, Making Sense of Experiential Learning: Diversity in Theory and
  Practice. Buckingham, UK: Open University, 1989.
  H. G. Wells, War Games. 1911.
  Ivo Wenzler & Don Chartier, “Why Do We Bother with Games and Simulations:
  An Organizational Learning Perspective” in Simulation & Gaming (1999) Volume
  30, Number 3, pages 375-384.
  T. Whiteley & A. Faria, “A Study of the Relationship Between Student Final Exam
  Performance and Simulation Game Participation” in Simulation & Games (1989)
  Volume 20, pages 44-64.
  A. Wilson, The Bomb and the Computer: Wargaming from Ancient Chinese
  Mapboard to Atomic Computer. New York: Delacrote, 1968.
  H. Yeargan & B. Hatcher, “The Cupcake Factory: Helping Elementary Students
  Understand Economics” in The Social Studies (1985) Volume 76, Number 2, pages
  82-84.
  Carrie Yung & Helen Levitin, “Using a Simulation in an ESL Classroom: A Descrip-
  tive Analysis” in Simulation & Gaming (2002) Volume 33, Number 3, pages 367-
  375.
  P. Zeph, Schoolroom Environmental Experiences. Dayton, OH: Aullwood Audubon
  Center & Farm, 1987.
  R. Zepp, “Real-Life Business Math at Enterprise Village” in Arithmetic Teacher (1990)
  Volume 39, Number 4, pages 10-14.
  Below is the company contact information for the games
  mentioned in Nuts & Bolts pages 3 - 9.
  Black Death
  BTRC (Blacksburg Tactical Research Center) PO Box 1121
  Collinsville, VA  24078; 804-846-BTRC
  D-Day, Diplomacy and Midway
  Avalon Hill contact Wizards of The Coast. 1801 Lind Ave SW. Renton, WA  98055;  800-564-1636
  Dino Hunt
  Steve Jackson Games, PO Box 18957, Austin, Texas 78760; 512-
  447-7866 www.sjgames.com/dinohunt/
  Once Upon A Time
  Atlas Games, PO Box 131233, Roseville, MN 55113; 651-638-0077
  www.atlas-games.com
  Technopoly
  Technopoly, 890 South Wolfe Road, Sunnyvale, CA 94086
  The Journeys of Paul
  Prismatech, 4025 Pleasantdale Road, Suite 220, Atlanta, Geor-
  gia 30340; 888-316-3206; www.prismatech-inc.com
  Barnyard Critters
  Rio Grande Games, P.O. Box 45715, Rio Rancho, NM 87174;
  www.riograndegames.com
  Heroquest
  Issaries, Inc. PO Box 272914 Concord, CA 94527; 925-680-
  8897; administrator@glorantha.com; www.HeroWars.com
  Blue Planet
  Fantasy Flight Games, 1975 W. County Rd. B2. Suite #1.
  Roseville, 
  MN 
   
  55113; 
  651-639-1905
  www.fantasyflightgames.com
  Moonshot
  Galactic 
  Attic, 
  Chattanooga. 
  1-888-240-4415;
  www.galacticattic.com
  
  18
  This program allows teachers to accept reimbursement from their school or district, if available.  I warrant that I will not sell, barter
  or trade the games supplied in this program.  SIGNATURE ____________________________ BY ______________________________
  The objective of the Game Manufacturers Association is to promote the general interest of all persons engaged in the buying, selling, licensing, or
  manufacturing of gaming products.  Naturally, if we can help you teach with games we all win!
  GAMES FOR TEACHERS OFFICIAL FORM
  PHOTOCOPY THIS FORM, AND USE ONE FORM FOR EACH GAME YOU WANT TO PROCURE
  This form may only be used by a professional teacher at an accredited school.  If you think you should also be able to use this form,
  submit credentials to GAMA’s Executive Director, or Games in Education Committee Chairman. If you need information from any
  manufacturer as to available products contact them first. Be sure to ask for their standard freight costs, in case that isn’t in the
  catalog they send you.  When you know what games you want, use this form.  If applicable to your school or district, attach
  purchase order.  Always include appropriate payment or credit card information.  Payment must be with order. No manufacturer
  can extend credit for this program.  Submit the completely filled-in form to manufacturer; incomplete forms must be rejected.
  TO:  Company__________________________________________
  FROM:  Teacher _________________________________________
  _____ Send one free copy of ______________________________
  School _________________________________________________
  AND / OR...
  Shipping Address_________________________________________
  ______ Send six copies at 50% discount, plus shipping, of
  City ____________________ State/Province __________________
  __________________________________________________
  Zip/Postal Code ______________ Country __________________
  PAYMENT
  Telephone (___________)__________________________________
  _____ Enclosed is check for payment in full.
  Fax (___________)_________________________________________
  _____ Please charge my credit card, type ___________________
  Non-Profit 
  Status 
  (type)
  ___________________________________
  Card Number ______________________________________
  Non-Profit Tax Exempt Number ___________________________
  Expiry Date _____________
  School District ___________________________________________
  Name on Card _____________________________________
  Billing Address if different than above _______________________________________________________________________________
  Answer to Photo Quiz on Page 1:  Mark is at the grave
  of famous Old West dentist, gambler and lawman Doc
  Holliday, above Glenwood Springs, Colorado.
  
  19
  Game publishers are naturally interested in teachers using games to educate.  Some are willing to give you their games free, some are able to sell you games at wholesale prices.
  Here’s a list of manufacturers who have agreed to send teachers a free sample and/or sell you a casepack of six games at 50% discount (six is a normal case pack, so this quantity
  is easy for the manufacturer to simply put a shipping label on and send them to you).  To order, you must fill in the form on the opposite page, being sure to include all
  information. Note that this is not an endorsement of any manufacturer, just a listing of those who agreed to participate in this program.
  Games Quarterly Catalog is the industry guide to what’s currently available- thousands of games and roughly 38,000 game-related products.  It’s primarily a comprehensive
  price listing, however hundreds of games are pictured and described.  The publisher of Games Quarterly Catalog is also GAMA’s current Executive Director.  Teachers who
  mail a request for the current edition of Games Quarterly Catalog can get a copy for $5 (use the games order form, please).  Include in your request the school you teach
  at, its address, daytime phone number, and subject(s) you teach. Mail to:  GQC for Teachers, 11450 N. Cherokee #A4, Northglenn, CO 80234.
  Participating Manufacturers May Discontinue Their Offer Without Notice
  Contact GAMA Executive Director for Current List
   Games For Teachers
  Offer a 6-pack of Games at 50% discount, accept credit card
  payments, at least VISA and MasterCard, so form can come by fax.
  Agents of Gaming, Dave Frank, 7672 McEwen Road, Dayton OH  45459, Fax 937-436-2461
  Atlas Games, John Nephew, PO Box 131233, Roseville, State/Prov: MN  55113 Fax: 651-638-0084
  Avalanche Press, John Morris, P.O. Box 100852, Birmingham AL  35210  Fax: 205-957-0016
  Basement Games c/o Rain Sirovy PO Box 299, Collingswood, NJ  08108  Fax: 856-962-0177
  Brittannia Game Designs Ltd, Steve Turner, 94 Laurel Road, Dudley, West Midlands, United
  Kingdom  Zip: DY1 3EZ  Fax:  +44 1384 235244
  Chaosium, Charlie Crank, 900 Murmansk  St, Suite 5, Oakland CA  94607  Fax 510-452-4659
  Cheapass Games, Nicole Lindroos, 5212 NE 60th Street, Seattle WA  98115  Fax 206-526-1097
  Clash of Arms Games, Charlie Spiegel, Byrne Building #205, Lincoln & Morgan Sts., Phoenixville,
  PA 19460 Fax: 610 935 7622
  Cosmic Wimpout, Lynne at the Clubhouse, P.O. Box 3199 Greenfield MA 01301 Fax 413-624-8951
  Filsinger Games, Tom Filsinger  P.O. Box 3493, Jamestown, NY 14702  Fax 716-483-5756 *51
  Flying Buffalo, Rick Loomis  PO Box 1467, Scottsdale  AZ 85252  Fax: 480-994-1170
  Gold Rush Games, Margaret Arsenault, PO Box 2531, Elk Grove, CA 95759  Fax: 413- 383-3140
  Green Knight Publishing, Contact: Wizard's Attic, Eric Rowe
  900 Murmansk Street #7, Oakland  CA  94607  Fax: 510-452-4952
  Guardians Of Order, Mark C. MacKinnon
  176 Speedvale Ave West, Unit #2, Guelph, Ontario Canada   N1H 1C3  Fax: 519-821-7636
  Holistic Design Inc, Chris Wiese, 5295 Hwy 78 D-337, Stone Mountain GA 30087
  Fax: 770-592-7475
  Latz Chance Games. Ayal Latz  P.O. Box 251,  Lutsen  MN  55612  Fax 218-663-8131
  Looney Labs, Kristin Looney
  Post Office Box 761, College Park, MD 20740  Fax: 301-441-4871
  Out of the Box Publishing, Al Waller  2722 Oakridge Ave., Madison WI   53704  Fax: 800-637-4201
  Patch Products   P.O. Box 268, Beloit, WI  53512-0268  Fax: 608-362-6896
  Precedence Entertainment, Inc.,  Dave Hewitt
  PO Box 28397, Tempe  AZ  85285  Fax: 480-894-2028
  Rio Grande Games, Jay M Tummelson  PO Box 45715, Rio Rancho NM 87174   Fax: 505-771-8967
  R&R Games, Inc., Frank DiLorenzo  PO Box 130195, Tampa FL  33681-0195  Fax:  813-835-0245
  Steve Jackson Games, Ross Jepson  Box 18957, Austin  TX  78760   Fax: 512-447-1144
  Thunder Castle Games, Mike Sager  P. O. Box 578, Lee’s Summit  MO  64063  Fax 816-525-4564
  Offer a 6-pack of Games at 50% discount, but
  cannot accept credit card payments, so send check with form.
  Backstage Press, Anthony J. Gallela  Broomfield, CO 80020  Cell: 415-577-6783
  Masters of Role Playing Magazine, Jason Anderson
  P.O. Box 114, American Fork, UT 84003  Fax: 801-796-5584
  Clockworks, Aaron Rosenberg  5765 73rd Place, 1st Flr, Maspeth, NY 11378
  Earwig Enteprises  1806 Milmont Ave PM Box 102, Milpitas, CA 95035  Fax:(408) 942-6815
  Inner City Games Designs, Chris Clark, 36460 North Highway 45, Lake Villa  IL  60046, Fax: (847)
  356-7484 (call first - same number as phone)
  Stupendous Games, Stuart John Bernard 2804 East Oakland Ave  Bloomington, IL 61704  (no Fax)
  Offer Free Sample Game
  Agents of Gaming, Dave Frank, 7672 McEwen Road, Dayton OH  45459, Fax 937-436-2461
  Avalanche Press, John Morris, P.O. Box 100852, Birmingham AL  35210  Fax: 205-957-0016
  Backstage Press, Anthony J. Gallela  Broomfield, CO 80020  Cell: 415-577-6783
  Basement Games c/o Rain Sirovy  PO Box 299, Collingswood, NJ  08108  Fax: (856) 962-0177
  Brittannia Game Designs Ltd, Steve Turner, 94 Laurel Road, Dudley, West Midlands,
  United Kingdom  Zip: DY1 3EZ  Fax:  +44 1384 235244
  Chaosium, Charlie Crank  900 Murmansk St, Suite 5, Oakland CA  94607  Fax 510-452-4659
  Clockworks, Aaron Rosenberg  5765 73rd Place, 1st Flr, Maspeth, NY 11378
  Columbia Games, Inc., Tom Dalgliesh  POB 3457, Blaine, WA 98231  Fax: 360/366-3313
  Cosmic Wimpout, Lynne at the Clubhouse, P.O. Box 3199 Greenfield MA 01301 Fax 413-624-8951
  Green Knight Publishing, Contact: Wizard's Attic, Eric Rowe
  900 Murmansk Street #7, Oakland  CA  94607 Fax: 510-452-4952
  Guardians Of Order, Mark C. MacKinnon
  176 Speedvale Ave West, Unit #2, Guelph, Ontario Canada   N1H 1C3  Fax:(519) 821-7636
  Holistic Design Inc, Chris Wiese
  5295 Hwy 78 D-337, Stone Mountain GA 30087  Fax: 770-592-7475
  Latz Chance Games. Ayal Latz  P.O. Box 251,  Lutsen  MN  55612  Fax 218-663-8131
  Rio Grande Games, Jay M Tummelson  PO Box 45715, Rio Rancho NM 87174   Fax: 505-771-8967
  R&R Games, Inc., Frank DiLorenzo  PO Box 130195, Tampa FL  33681-0195  Fax:  813-835-0245
  Steve Jackson Games, Ross Jepson  Box 18957, Austin  TX  78760   Fax: 512-447-1144
  Stupendous Games, Stuart John Bernard 2804 East Oakland Ave  Bloomington, IL 61704  (no Fax)
  Other Offers
  Amarillo Design Bureau, Inc., will provide copies of Star Fleet Missions, a card game based
  on original Star Trek, for $5 each (one-third of the retail price of $14.95) plus shipping ($4
  for one game, $5 total for two or more). Star Fleet Missions is suitable for ages 8 and up,
  and teaches problem solving and strategy. It can be learned in 15 minutes and played in 30
  minutes. Contact Leanna Cole, PO Box 8759, Amarillo TX 79114. Fax 806-351-2585. We
  can accept Visa or Mastercard.
  Black Knight Games will ship a free copy of Fantasy Legend, a miniatures game, and other
  Black Knight game for the cost of shipping ($4.00 per copy). Fantasy Legend(tm) is a game
  written by a parent concerned about what younger players might read. The game is
  completely 'safe' for kids as there is no nudity, gothic reference, or racial undertones. Black
  Knight Games, 1690 Kestrel Lane, Blue Mounds  WI  53517  Fax 608-437-7634
  Osprey Publishing Ltd., a publisher of books (including historical topics) will supply any
  quantity copies of a BOOK that a teacher requests, at a price of 40% off suggested retail,
  plus shipping cost. Our shipping for 6+ books is free.  OspreyDirectUS, PO Box 130,
  Sterling Heights, MI  48311-0130  Fax: 248-399-6194 We accept Visa or Mastercard.
  Forgotten Futures, a British Victorian/Edwardian role playing game, is distributed on CD-
  ROM with copyright-free period fiction, articles and illustrations, many of educational
  interest, in HTML format. The author will provide one copy per educational institution for
  $22 including postage {normally $33; UK price £12 (normally £18)}; files may be
  networked. Marcus L. Rowland, 22 Westbourne Park Villas, London W2 5EA, ENGLAND
  Payment by dollar or sterling cheque only. Contact them, quoting "Educational discount
  offer".
  Flying Buffalo Inc has some simulation games that can be played by mail or email with us as
  the referee, and that free information is available from Flying Buffalo PO Box 1467,
  Scottsdale, AZ 85252 or email rick@flyingbuffalo.com.
  Columbia Games Inc has a 30% discount offer on historical (only) games for teachers, schools
  or homeschool families. POB 3457 Blaine, WA 98231; 800/636-3631 toll free;
  www.columbiagames.com
  Eagle Games  13731 Capista  Plainfield, IL. 60544: 815-577-8920/8921fax. www.eaglegames.net  These
  are large Historical board games suitable for classroom simulations and excellent unit projects (especially
  their Civil War Game). contact them for special educational offers of up to 50%.
  
  20
  Using Games to Educate
  Works!
  The objective of the Game Manufacturers Association is to
  promote the general interest of all persons engaged in the
  buying, selling, licensing, or manufacturing of gaming products.
  Naturally, if we can help you teach with games we all win!
  GAMA 80 Garden Center, Suite 16  Broomfield, CO  80020
  Phone: 303-635-2223 fax: 303-469-2878  www.gama.org
  Version 2.0 Printed June 2003. This brochure includes articles from eight years of Games in Education monthly newsletters, edited by  David Millians,
  Paideia School, Atlanta Georgia USA and Mark Simmons, GAMA Executive Director.  Published by GAMA, the Game Manufacturers Association. © 2003,
  GAMA, the Game Manufacturers Association.  Permission to photocopy but not sell is granted.  All other rights reserved.
  
SOURCE: textdata/thevault/Collections/Kid Friendly/1. Parent & GM Advice & Helpful Hints/Teaching Using RPGs/Games in Education.pdf