I am a high school art teacher (I teach drawing, photography, printmaking, and AP Studio Art) and am in my 4th year of teaching.
I luff you guys. All of my art teachers in high school were awesome and really encouraged me to do the art I wanted to do. :)
I am a high school art teacher (I teach drawing, photography, printmaking, and AP Studio Art) and am in my 4th year of teaching.I luff you guys. All of my art teachers in high school were awesome and really encouraged me to do the art I wanted to do. :)
Well I hope to do the same for my students, at least for 26 or so more years. I also had some great art teachers and some great teachers beyond that (and some horrible ones) in high school, so I keep them in mind (both good and bad) nearly every day I am at work.
Teaching art is a total dream job for me. I love everyday of work that I have to go in for.
Did postgraduate work in teacher education, finished all of my coursework but not the student teaching, decided to not go into teaching when I realized there was no money in it AND I'd be locked in one location because of how the California school district tenure system worked. Finished out that school year, did a stint as a long-term sub for a science teacher who retired earlier. Then I got a job as the online guy for a game company ... and then got a job at TSR.
[moved to off-topic... yeah, I know—what took me so long?]
Mr. Wertz, do you ever take a day off? :) You seem to be here 24/7
hmmm... Wish I'd found this thread earlier...
I teach English (language arts) at an inner city-ish area high school in California, though with the NCLB rules and our school having been classified as underperforming for 8-9 years now (our test scores have improved, just not at the rate required by the legislation), there are days when I feel more like an animatronic robot than a teacher. Ah, well. I still get a kick out of seeing how much some young adults mature in the years between 14 and 18.
So, how many of you are teachers. I know there are a lot of us.
hhehehee...
** spoiler omitted **
Wow. Lots of you.
I seem to be in temporary retirement from teaching. I am now a one man writing, publishing, and art department dude for a small company.
RPG Superstar 2009 Top 8
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So, how many of you are teachers. I know there are a lot of us.
hhehehee...
** spoiler omitted **
Wow. Lots of you.
I seem to be in temporary retirement from teaching. I am now a one man writing, publishing, and art department dude for a small company.
What country are you in now Mr. K?
So, how many of you are teachers. I know there are a lot of us.
hhehehee...
** spoiler omitted **
Wow. Lots of you.
I seem to be in temporary retirement from teaching. I am now a one man writing, publishing, and art department dude for a small company.
How do you fit inside the tiny doors and the tiny rooms?
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RPG Superstar 2009 Top 8
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So, how many of you are teachers. I know there are a lot of us.
hhehehee...
** spoiler omitted **
Wow. Lots of you.
I seem to be in temporary retirement from teaching. I am now a one man writing, publishing, and art department dude for a small company.
How do you fit inside the tiny doors and the tiny rooms?
I think a small company would have small doors. He should be able to get through but he wouldn't be able to charge. I don't even think ducking down would count as a move action.
I'd say, acrobatics check DC 5.
What do you think?
What country are you in now Mr. K?
Still China, so the doors are extra tiny.
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On a serious note, how many of you have ever used or studied backward design? How has it worked for you and what were your thoughts about it? How have you managed to translate it from an overall plan down into daily lesson planning? I am taking a class on backward design right now and I would like to know what other teachers think of it.
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Going to an art school, I had two theater majors play in a campaign once, somehow they were the worst rpers I've ever met!I'd also be interested in how many D&D players are involved in theater, but perhaps that is a story for another thread.
(cue conan music)
As a former theater technician, this does not surprise me at all.
Also, while I am not a teacher, everyone around me relies on me as a source of knowledge and helpful information, and I've taught many people a number of basic skills. May I have an apple slice?
On a serious note, how many of you have ever used or studied backward design? How has it worked for you and what were your thoughts about it? How have you managed to translate it from an overall plan down into daily lesson planning? I am taking a class on backward design right now and I would like to know what other teachers think of it.
I think it's fabulous as long as the school system you work in has good, cogent standards.
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RPG Superstar 2009 Top 8
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Any teachers here interested in getting some lesson plans together for mechanics-free versions of the kind of tasks in RPG Superstar? I'm thinking of something along the lines of "Design a magic item" lesson plan that gets kids writing and references magic items in fantasy to get them reading. Or, a "tell me about your character" lesson plan that gets them to think about heroic characters from novels and television and then describe them.
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Any teachers here interested in getting some lesson plans together for mechanics-free versions of the kind of tasks in RPG Superstar? I'm thinking of something along the lines of "Design a magic item" lesson plan that gets kids writing and references magic items in fantasy to get them reading. Or, a "tell me about your character" lesson plan that gets them to think about heroic characters from novels and television and then describe them.
I love this idea!! Of course, I'd better finish my own PhD before I try to tackle this, or my PI may see fit to end my funding...lol.
As a side note, I helped my 10-year old niece roll up her first character a few months ago, and it was the first time I've ever seen her do math without crying.
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RPG Superstar 2009 Top 8
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Any teachers here interested in getting some lesson plans together for mechanics-free versions of the kind of tasks in RPG Superstar? I'm thinking of something along the lines of "Design a magic item" lesson plan that gets kids writing and references magic items in fantasy to get them reading. Or, a "tell me about your character" lesson plan that gets them to think about heroic characters from novels and television and then describe them.I love this idea!! Of course, I'd better finish my own PhD before I try to tackle this, or my PI may see fit to end my funding...lol.
As a side note, I helped my 10-year old niece roll up her first character a few months ago, and it was the first time I've ever seen her do math without crying.
I know none of us have the time to tackle this alone, but what I'm hoping, is that we can kick some ideas around in this thread. Stick around, Elora.
Not a teacher (became a therapist instead; hope to get a PhD eventually and teach college-level), but quite educationally-minded. Just some quick off-the-top-of-my-head ideas:
- Collaborative writing: Group students into teams of about four and have each student create an element of the story (design a protagonist/hero; design an antagonist/villain; create a setting; design a "wondrous item," etc.). Team members edit/critique each other's work, which is then revised. Either individually or as a group, team members write a short story combining those elements. The team submits its best work and class votes on favorite story produced by each team.
- Talk about the elements and progression of the "hero's journey" (call to adventure, helpful figure, wondrous item, challenges in new environment, final battle, return home, etc.). Ask students for examples of stories, films, etc. that follow the hero's journey (e.g., Star Wars, Wizard of Oz, Dark Crystal, etc.). Then have them design a hero (with whatever rules/constraints you find appropriate -- I like the stregths points) and write a story about him/her following that arc.
- Research paper proposal/historical biography: again, divide the process into periods with due dates. You can conceptualize it as an ecology: physical description; where does he/she/it live; what does it do; what makes him/her/it unique; etc.
- Turn the life cycle of (your favorite animal here) into a role-playing game, complete with probabilities (dice rolls optional). For example, a set of rules/rolls around the life cycle of salmon and the number of survivors at each stage of development.
- The freshman honors English/world history teachers at my high school collaborated so that in English class we were reading a novel about the period in history we were studying ("Animal Farm" with the Russian Revolution; "The Kitchen God's Wife" and Maoist China, etc.). But on top of that, they created a role-play that existed in both classes every day of school for two weeks or so. While studying Colonial India (and "Nectar in a Sieve") we also created a mock-caste system with different rules/tasks/expectations for students depending on their randomly-assigned caste. It was interesting to see how students worked the system and reacted to their experiences. (Under communism, it turned out that the most prolific propagandist and the most vocal -- though annonymous -- detractor of the Fearless Leader were the same person! How's that for clever RPGing by students?)
- On the other hand, studying probability in a high school math class, the only die introduced had six sides.
- Lots of teachers start the day with a writing prompt of some sort. I use a lot of these same questions with my counseling clients to see what they're thinking about or what they're like. Espcially working with boys, I like to ask, "Who is your favorite superhero, and why?" It's a wonderful projective question. And I've found with groups, a discussion of what a hero is, what makes a person a hero, and who their heroes are to be very fruitful. Eventually we turn it into "How are you a hero? Who are you a hero to?"
Kids get so many negative messages about who they are, who they should be, or what the future holds for them. Kids need real-life heroes (like good parents, teachers, and coaches), and they need to see that they can be a force for good in the world themselves. When you can tap in to a kid's "inner hero," it can make a big difference in the kinds of adventures they create and the challenges they are willing to meet.
I've done couple of TA gigs in University, so I probably qualify to be in the same room as apples.
...but, about RPGs in school: I was of course an avid reader ever since I learned to read (and before), but RPGs motivated me to read books (and manuals) in English when I was, what, 14 or so? Which naturally reflected to my grades and got our English teacher to be an avid supporter of RPGs :)
And in high school my Finnish teacher, who afaik was not playing RPGs but knew how they worked, ran a creative writing exercise where everyone in the class created a student for a fictive class as their "character", and then the class went to a school trip...we were divided into groups of two to four people (group=students who shared a room) and a group wrote a story what their characters were doing on the trip. Writing was done in the class and people talked with each other and took each other plans to the account when writing their parts ("hey, our group are going skinny-dipping in the jacuzzi, anyone want to join?" "That guy shot the pet cow of the other guy, what happened to the corpse then? Can we BBQ it?").
Oh, that composite story was very Jackass-Tom Green material (we were in high school,after all), but great fun :)
No mechanics and just storytelling, of course, and the character sheets were blank official school enrollment documents :)
Any teachers here interested in getting some lesson plans together for mechanics-free versions of the kind of tasks in RPG Superstar? I'm thinking of something along the lines of "Design a magic item" lesson plan that gets kids writing and references magic items in fantasy to get them reading. Or, a "tell me about your character" lesson plan that gets them to think about heroic characters from novels and television and then describe them.
I've been kicking around an idea of doing a course proposal on role playing games for summer classes. (I can't imagine it not getting enough students to run.) If you're interested in brainstorming what kind of papers and books to use, how would I contact you?
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A good website to get some resources from is Art In History. You can get one free sample project from the website and it's a great resource for history teachers looking for something a little different.
I've been debating using some more D&D in the projects I do with the kids I work with. I'm in Southern California, PUSD, and work in the ESS program (we're sometimes called "district daycare" by those that don't like us ;p).
We have children from Kindergarten through 5th grade in our program, and this year I have the 4th and 5th graders.
I've used some gaming stuff on and off through my six years, as well as bringing in fun goodies for the kids to see and interact with. I've already brought in parts of my stuffed toy collection for the art projects I have the kids do, and Cthulhu and dragons have been a big part of the odder ones I bring for them to see :)
My first year, I did do some D&D with a small group of boys that really needed something to use their imaginations on that was a lot less destructive than what they'd been coming up with on their own. The only problem now is that the school district has a MUCH tougher stance on weaponry of any shape or kind in school, so I can't really use most of the products ...
But I treasure the boys coming to me with wide eyes and concern over BASTARD Swords ... that was a bad word!! So for our time, we called 'em hand and a half swords :)~
I remember a (summer camp) presentation by a fantasy writer who brought her sword collection and demonstrated how Shakespeare's characters could carry on a dialogue during a fight because it took so much time to lug and drop a big sword on somebody.
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RPG Superstar 2009 Top 8
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Not a teacher (became a therapist instead; hope to get a PhD eventually and teach college-level), but quite educationally-minded. Just some quick off-the-top-of-my-head ideas:
- Collaborative writing: Group students into teams of about four and have each student create an element of the story (design a protagonist/hero; design an antagonist/villain; create a setting; design a "wondrous item," etc.). Team members edit/critique each other's work, which is then revised. Either individually or as a group, team members write a short story combining those elements. The team submits its best work and class votes on favorite story produced by each team.
Very nice. This is a lesson plan waiting to happen.
- Talk about the elements and progression of the "hero's journey" (call to adventure, helpful figure, wondrous item, challenges in new environment, final battle, return home, etc.). Ask students for examples of stories, films, etc. that follow the hero's journey (e.g., Star Wars, Wizard of Oz, Dark Crystal, etc.). Then have them design a hero (with whatever rules/constraints you find appropriate -- I like the stregths points) and write a story about him/her following that arc.
This is a cool idea.
- Research paper proposal/historical biography: again, divide the process into periods with due dates. You can conceptualize it as an ecology: physical description; where does he/she/it live; what does it do; what makes him/her/it unique; etc.
Tell me about your NPC ... ;-)
- Turn the life cycle of (your favorite animal here) into a role-playing game, complete with probabilities (dice rolls optional). For example, a set of rules/rolls around the life cycle of salmon and the number of survivors at each stage of development.
This sounds like fun.
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RPG Superstar 2009 Top 8
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IHi everyone I will look around the internet but I am sure there is some organizations in brazil that have done extensive work on providing help for schools and teachers to introduce RPG as method of teaching. I have to remember the site but I am sure there is a load of resources for you.
Roleplaying or roleplaying games? In language teaching we do a lot of roleplaying activities, but I haven't seen many attempts to borrow from roleplaying games.
I would love to see this site.
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RPG Superstar 2009 Top 8
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I've done couple of TA gigs in University, so I probably qualify to be in the same room as apples.
...but, about RPGs in school: I was of course an avid reader ever since I learned to read (and before), but RPGs motivated me to read books (and manuals) in English when I was, what, 14 or so? Which naturally reflected to my grades and got our English teacher to be an avid supporter of RPGs :)
And in high school my Finnish teacher, who afaik was not playing RPGs but knew how they worked, ran a creative writing exercise where everyone in the class created a student for a fictive class as their "character", and then the class went to a school trip...we were divided into groups of two to four people (group=students who shared a room) and a group wrote a story what their characters were doing on the trip. Writing was done in the class and people talked with each other and took each other plans to the account when writing their parts ("hey, our group are going skinny-dipping in the jacuzzi, anyone want to join?" "That guy shot the pet cow of the other guy, what happened to the corpse then? Can we BBQ it?").
Oh, that composite story was very Jackass-Tom Green material (we were in high school,after all), but great fun :)
No mechanics and just storytelling, of course, and the character sheets were blank official school enrollment documents :)
Cooperative storytelling exercises are cool. That one seems kind of fun.
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RPG Superstar 2009 Top 8
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Any teachers here interested in getting some lesson plans together for mechanics-free versions of the kind of tasks in RPG Superstar? I'm thinking of something along the lines of "Design a magic item" lesson plan that gets kids writing and references magic items in fantasy to get them reading. Or, a "tell me about your character" lesson plan that gets them to think about heroic characters from novels and television and then describe them.I've been kicking around an idea of doing a course proposal on role playing games for summer classes. (I can't imagine it not getting enough students to run.) If you're interested in brainstorming what kind of papers and books to use, how would I contact you?
I've often wondered about something like that but my university isn't the type that would be open to it anyhow ... These days, there is a lot more academic work being done on World of Warcraft. Roleplaying games don't generate the same kind of academic interest. I think a lot of the same type of research could be done but you just don't see as much of it.
Anyhow, shoot me a line. I'd love to brainstorm on this.
Contact me at
trevorgulliver///at///yahoo///dot///com
That goes for everyone else, too.
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RPG Superstar 2009 Top 8
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A good website to get some resources from is Art In History. You can get one free sample project from the website and it's a great resource for history teachers looking for something a little different.
That is a cool resource for anyone interested in gaming. I fixed the link.
I'm definitely including this in the next batch of treasure I give out.
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RPG Superstar 2009 Top 8
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I've been debating using some more D&D in the projects I do with the kids I work with. I'm in Southern California, PUSD, and work in the ESS program (we're sometimes called "district daycare" by those that don't like us ;p).
We have children from Kindergarten through 5th grade in our program, and this year I have the 4th and 5th graders.
I've used some gaming stuff on and off through my six years, as well as bringing in fun goodies for the kids to see and interact with. I've already brought in parts of my stuffed toy collection for the art projects I have the kids do, and Cthulhu and dragons have been a big part of the odder ones I bring for them to see :)
My first year, I did do some D&D with a small group of boys that really needed something to use their imaginations on that was a lot less destructive than what they'd been coming up with on their own. The only problem now is that the school district has a MUCH tougher stance on weaponry of any shape or kind in school, so I can't really use most of the products ...
Even just like minis or on the cover of modules? How tough a stance are we talking about?
But I treasure the boys coming to me with wide eyes and concern over BASTARD Swords ... that was a bad word!! So for our time, we called 'em hand and a half swords :)~
Yeah, Nerrat's character is sticking to his great axe. He knows it's not a bad word when we say it that way but he still doesn't feel comfortable with it. ;-)
Anyone else tried running D&D in school?
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RPG Superstar 2009 Top 8
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Nerrat got invited to join the chess club recently. It's only for older grades but they made an exception for him. He's been very excited by it. It got me thinking again about the value of games for learning.
I'm kind of all over the map here. I have a research area that I want to continue carving out (racialized nationhood in English as a second language classes in Canada), but I'd like to do some other stuff that is equally interesting to me and a lot less political.
Here are several things that interest me:
I guess all of this stuff could be considered 'multiliteracies' but I'm just thinking of it as recognizing the greatness of nerd culture.
My first year, I did do some D&D with a small group of boys that really needed something to use their imaginations on that was a lot less destructive than what they'd been coming up with on their own. The only problem now is that the school district has a MUCH tougher stance on weaponry of any shape or kind in school, so I can't really use most of the products ...Even just like minis or on the cover of modules? How tough a stance are we talking about?
Yeah, like anything ... our current supervisor of the overall program is a real PITA (and that's the most polite thing I can call her ;p) and while she was "thrilled" that I'd gotten a whole passel of boys who hated to read totally into reading again (chose books you might like, and here's all these cool fantasy and sci fi books to try out) she "recommended" that we not do anything that involved weaponry ;p
I might dig out my Fuzzy Heroes books, and see if I can do something with that.
I've also used Manga and Comic Books (Elfquest as one example) to show kids the fun of drawing and writing their own stories :)
...she "recommended" that we not do anything that involved weaponry...
...because weaponry has no place in the history of civilization. It's unfortunate that we've given up nuance and judgment in favor of Zero Tolerance policies.
For those who are concerned about or advocates of children's play, I highly recommend Taking Back Childhood by Nancy Carlsson-Paige, Ed. D. In one chapter, she puts children's war games (as opposed to first-person shooter-type games) into the context of learning teamwork, good vs. evil, resolving aggression, etc.
Where I live, the educational pendulum has swung so far to an emphasis on academics and teaching to the tests that they don't even let kindergarteners play -- completely ignoring the maxim that play is a child's work: it's the route by which they learn academic, social, and emotional skills.
Of course, in school, playing RPGs should be the means to an end, not the end itself (i.e., recruiting the next generation of gamers), although I imagine that a teacher could easily sponsor an after-school or lunchtime Sci-Fi/Fantasy or RPG club -- student-initiated, not teacher imposed. At the same time, there are a number of RPG elements and skills taught through RPGing that can be used to introduce, demonstrate, or reinforce the curriculum. Another off-the-top-of-my-head idea below.
The following would probably be a semester-long or year-long project.
Build a World (or continent)
At the beginning of the year, students draw a continent shape on gridded paper. The teacher makes several copies of each student's map for use throughout the year, as they add different layers of information on the map.
1) Reading maps. What do maps tell us? What are the elements of a map? Discuss scale, distance, direction, map keys, physical features, different kinds of maps. Add a legend and compass to the map.
2) Landforms. Discuss and identify various landforms. What landforms do their maps include? What landforms would they like to add? How do landforms affect the kind of life found on the land and in the water?
3) Climate and weather. How are climate and weather created? Why are some places hot/cold/dry/wet/etc.? What climates are represented on your maps? Color-code. (I'm thinking about three major regions per map -- keep it simple.)
4) Biomes. What kinds of plants/animals live in these different kinds of climates and environments? Populate your regions with plants/animals appropriate to the environment.
5) Cultures. What do seafaring cultures have in common? Desert cultures? Cold-weather/hot-weather regions? What challenges to do they face? How can they meet those challenges? Create three unique cultures in each of those environments.
6) Commerce. How would these cultures come into contact with each other? What do they need from each other? How do they interact? What would they trade? How would they interact?
Similar projects for government, history, mythology, etc. all based on their maps. Through the course of the year, students make a book about their imagined world, using principles of real-world civilization development.
What would happen if the people from one student's continent met another student's continent. Or if a single adventurer traveled to a new land? Or what if several adventurers wanted to tell each other about their worlds? Presentations galore... :)
...she "recommended" that we not do anything that involved weaponry......because weaponry has no place in the history of civilization. It's unfortunate that we've given up nuance and judgment in favor of Zero Tolerance policies.
For those who are concerned about or advocates of children's play, I highly recommend Taking Back Childhood by Nancy Carlsson-Paige, Ed. D. In one chapter, she puts children's war games (as opposed to first-person shooter-type games) into the context of learning teamwork, good vs. evil, resolving aggression, etc.
I'll have to find that book ... perhaps if I give that to my boss, she can show it around among the site leaders and get some changes back toward the fun ::sigh::
Where I live, the educational pendulum has swung so far to an emphasis on academics and teaching to the tests that they don't even let kindergarteners play -- completely ignoring the maxim that play is a child's work: it's the route by which they learn academic, social, and emotional skills.
Ack ... our poor kinders are now in all day school. They still have playtime, but I just don't see why kinders are going to school for six hours less recess and lunchtime ;p
Of course, in school, playing RPGs should be the means to an end, not the end itself (i.e., recruiting the next generation of gamers), although I imagine that a teacher could easily sponsor an after-school or lunchtime Sci-Fi/Fantasy or RPG club -- student-initiated, not teacher imposed. At the same time, there are a number of RPG elements and skills taught through RPGing that can be used to introduce, demonstrate, or reinforce the curriculum. Another off-the-top-of-my-head idea below.
For me, personally, RPGs started my love of history, mythology and directly led to my getting into computers for typing up character sheets and an ancient basic program to recreate a choose your own adventure book :) I think I know more because of gaming than if I'd missed it.
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RPG Superstar 2009 Top 8
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I've used this article as case study in one of the teachers' ed courses I taught a couple years ago on schooling and society. Bleh. Sometimes I'm disgusted at the creeping institutionalization of daily life.
It doesn't mention it in this article but I believe the school mascot was a rifle toting militia man.
I've gotten paid in the past to teach dungeons and dragons at a summer camp, College Academy, so I wouldn't say that such a thing is impossible, merely improbable.
Here's what I wrote for parent's day at that camp:
Young Americans need to learn how to create their own fantasies. In this era of media as profit center and the resulting conglomeration of culture, our children (and, of course, all of us as well) generally have their fantasy lives created for them. The single most prevalent choice that we make in our daydreaming is which pre-digested, ready-made fantasy world we will plug ourselves into, whether it be "Pokemon" on television, the Star Wars series, Harry Potter, or a graphic novel. This form of projection and identification is fast-food fantasy. It's a passive form of creativity to which fantasy gaming is fundamentally opposed.
Fantasy gaming, on the other hand, is an undeniably active form of daydreaming. You take the outline of a character (a superhero, a knight, a hacker) and flesh it out. You create their motivations, their goals, their psyche, their dialogue, their background, how they interact with the other players, and how they respond to the creations of the game master. You even create their flaws, their inhibitions, their petty jealousies and biases. Compare this to the more mainstream forms of fantasy that thrust a character's dialogue, actions, and mental state upon you. In fantasy gaming, your group creates their own myths, a return to the oral tradition of community-created folklore from the current industrial production of cultural meaning. The acts of imagination in fantasy gaming are far more demanding, creative, and rewarding than anything that happens in a multiplex at the mall.
Role-playing, fantasies, and daydreams are vital to us all, but most especially to children. They are in the process of choosing who they will be and what aspects of themselves they admire. "Make believe" is a vital aid to such a process. What would it be like to be a swordswoman, a martial artist, a knight in shining armor? What would it be like to be a sorceror, a druid, a learned priest? What would it be like to be a rogue, a griot, a swashbuckler? What would it be like to live my life by a code, whether it be the strictures of honor, the vow of the agrieved, or the commandments of a religion? Most controversially, what would it be like to be evil, to break my word, to cause harm to others? (Fantasy gaming usually gets in trouble when children ask this last question in game. In a wisely run campaign, however, it can be a safe place to negotiate the concerns of morality and ethics. Most of the time, players discover that the long term harms caused by the fact that no one will trust or help you outweigh whatever short term benefits with which amorality might tempt. It is necessary to taste the proverbial apple to gain wisdom, but better to minimize the consequences involved in such inevitable experimentation.) Fantasy gaming allows children to do the necessary work of (re)creating themselves in a manner that is safe, interactive, and guided.
The skills nurtured by fantasy gaming involve more than creating a well-rounded self. The combat scenarios teach tactical and strategic thinking, as well as when negotiation is a superior alternative to armed conflict. Riddles, mysteries, and mazes require problem-solving skills. The presence of other players, often with conflicting goals and personalities, forces players to learn the intricacies of group dynamics. They learn how and when to lead, as well as when and why it is sometimes necessary to follow another's guidance. They begin to value the contributions of others, even when their skills and abilities might not be readily apparent. In playing their role, they learn how balance personal goals with group objectives, how to see through another's eyes. Role-playing games, in the messiness of its omnipresent conflict and negotiation, offer an interactive course in civics.
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A good website to get some resources from is Art In History. You can get one free sample project from the website and it's a great resource for history teachers looking for something a little different.That is a cool resource for anyone interested in gaming. I fixed the link.
I'm definitely including this in the next batch of treasure I give out.
I got one of those from a friend. I am waiting for a second one of my own sample so I can have my students make it. That is the current sample by the way.
