Appendix G: Day 1: Studying Civilizations and Civilization III the Game.

The goal of the first day is to introduce the goals of the unit and the game. It is critical that students immediately perceive this activity as one of critical inquiry into how Civilizations form and evolve, rather than one of simply playing the game to win.

1. Throughout history, there have been very different opinions on what it means to be civilized. Provide 2-3 different quotes on Civilizations.

  • Americans have been taught that their nation is civilized and humane. But, too often, U.S. actions have been uncivilized and inhumane. – Howard Zinn
  • You can't say civilization don't advance... in every war they kill you in a new way. Will Rogers
  • A nation that continues year after year to spend more money on military defense than on programs of social uplift is approaching spiritual doom. Martin Luther King, Jr.
  • Civilization is a stream with banks. The stream is sometimes filled with blood from people killing, stealing, shouting and doing the things historians usually record, while on the banks, unnoticed, people build homes, make love, raise children, sing songs, write poetry and even whittle statues. The story of civilization is what happened on the banks. Will Durant
  • If civilization is to survive, we must cultivate the science of human relationships - the ability of all peoples, of all kinds, to live together, in the same world at peace. Franklin D. Roosevelt
  • Civilization is the limitless multiplication of unnecessary necessities. Mark Twain
  • The true test of civilization is, not the census, nor the size of the cities, nor the crops, but the kind of man that the country turns out. Ralph Waldo Emerson
  • The gross heathenism of civilization has generally destroyed nature, and poetry, and all that is spiritual. John Muir.

2. 5 minute Timed write: What does it mean to be civilized? What do you think civilizations should be like?

  • Let kids sit at computers and experiment with the tutorial. Play for 35 minutes.
  • Announce that this is a "practice" run through the game. They can start a new civilization the following day, if they choose.

3. Introduce Civilization III.

In this unit, we’ll be using Civilization III to examine civilizations. Questions you might consider include:

1. What characteristics define a 'civilization'? Do these characteristics change depending on who is doing the defining?

  1. How 'civilized' were these cultures based on these characteristics?
  2. How did cultures and civilizations change over the course of the millennium? How do you account for these changes?
  3. What kinds of things can we learn about our own Civilization by studying others?

Today, our goal is to just get a feel for the game. Sit down with the game and experiment with the interface. Don’t be afraid to ask me or other students questions. Before you jump in the game, there are a few things I want you to consider.

If there is a projector available, demo the following on a game already in progress:

  1. Main maps
  • Different types of terrain (right click)
  1. City Screen
  • Differences between food, shields, trade, and culture points
  • City construction screen.
  1. Units:
  • Different capabilities of settlers, etc.

4. Debrief:

  • How did it feel when you were playing?
  • What questions do you have about the game?
  • Is this like running a civilization? Why or why not?
  • What questions do you have about civilizations?

5. Closing:Consider the following homework questions.

  • Is your civilization the same as a country? Why or why not?
  • What is a civilization?
  • Choose a civilization that you would like to play.
  • Write 8 research questions that you think you’d like to study over the course of the next month.

Day 2: Choose a Civilization

Students choose civilizations. Depending on your goals, you may choose to have all students do the same civilization, work in groups (e.g. 3 people per civilization), or have students choose their own.

Introduction:

In a group brainstorm gather the questions students had about civilizations.

1.What characteristics define a 'civilization'? Do these characteristics change depending on who is doing the defining?

2.How 'civilized' were these cultures based on these characteristics?

  1. How did cultures and civilizations change over the course of the millennium? How do you account for these changes?
  2. What do you think this means for the civilization you live in?

Reflection Questions:

  • What year did your civilization start?
  • What year did civilizations on earth start? What year did your civilization start?
  • Is this the same? Why or why not?
  • Using the encyclopedia, compare the history of your civilization with your game. How is it different or similar?

Days 3-21.

Students play civilization 2-3 days per week. When not working on the computers, students work on the class project, maps, research topics, or timelines.

Day 21. Students present answers to project Question:

Sample reflection questions, organized by areas of potential misconceptions:

Culture

How is culture represented in Civilization III? What is culture? Do you think there can be more of one culture than another? Why?"Do you think that Civilization III does a good job of modeling culture?

Uni-lateral notions of historical development

Curricular Ideas

  1. Develop project level question that will be answered with the assistance of Civilization
  2. Develop course pack of primary materials (or type into Civilopedia)
  3. Have as one task the potential to write Civilopedia entries
  4. I need to allow students to vicariously experience other students’ games