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In my opinion, I think the game was not an efficient use of time. Stinton's goal was to teach students about critical period in U.S. history, when a small group wealthy White Christian men engaged in a power struggle to establish a federal government. He could have structured the activity in a more effective way that highlighted the major themes of this period. The issue is not with the amount of time the activity took but rather with the hands-off approach that Stinton took. Students should have been prompted to consider essential questions while engaging in the activity. The activity could have been more equitable and still effectively shown how the founding of our government was not equitable.

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I think that the Game is an excellent concept, but it deserves a better execution. I believe that Prof. Stinson should have better facilitated the debate and encouraged more students to participate other than the "War Club" members. Otherwise, the activity was excellent at expressing students' creativity, opinions, and funds of knowledge.

If I were in Prof. Stinson's place, I would've intervened when the students started making excuses for following orders. I would present an alternate perspective and ask the students to reconsider their responses.
-Peter Tang

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The game was a way for students to connect to world events. I liked that the only rule they had was to use every piece of equipment. This was an effective use of classroom time because it allowed students to think critically in a non-traditional classroom setting. This is also a great way for students to discuss and build on each other's ideas in a more relaxed setting.

I do believe that 50 minutes is too long for this activity. I would cut the activity down to 15 - 20 minutes and have another outside activity that would connect with the game.

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I love how the game is an unexpected way for students to make connections. Students were very stuck in their political mindset at the beginning of the lesson and over time they broadened their horizons. There's a "catch" at the beginning similar to how you would catch students with a good inquiry. Students are immediately drawn to participate. I can also see this going wrong where certain students are left out or don't feel like they have the opportunity to participate. It's also a great way to build discussion. You can start the discussion with students simple, making basic parallels to the game. Then the discussion ends with moral discussions on global governance. Even though the discussion went wrong, I feel that with more structure it could have gone much better.

Eric G

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Overall, I think the game is a great option for teachers to implement and I think it is just a good idea. That being said, I think the game leaves a lot  that could potentially go wrong or not be able to effectively relate to the students. I love the idea of doing something other than a short paragraph and getting students outside of their seat from time to time, but I just think modifications can help the overall experience for all students. I think its a great idea because you are also adapting to all types of learning, this one being kinesthetically, and also just giving students more of a break from traditional styles of teaching. Ultimately, I think its a good maybe warm up activity that is longer than usual or even on shorten day schedule lesson done the way he did it. Personally, I would not extend this lesson more than 50 minutes, but its creativity as well as overall goals are great use of class time and I know if I were a student, I'd love this activity.

- Eduardo Sanchez

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To start, I really love the idea of this game. It is something that I would have personally never thought of in a history classroom, its almost like a mini-game of academic DnD for the classroom.
I think one of the most positive features of this game is that it is such a low-stakes activity that doesn't really feel like instruction, even though it is imitating life. This method of instruction carries so many positives with it, because it pushes students to have conversations, have disagreements, and settle them together. Likewise, it helps allow students to share their own unique or individual opinion or expertise on the matter.
I think one of the most glaring flaws in the game is it doesn't do a great job of encouraging students that might be shy or uncomfortable participating on such a large level. I know for sure that myself in middle/high school, probably wouldn't be chiming in much, while my college self would probably be chiming in too much. I think it carries too much potential to devolve into an activity led by a few instead of the whole class.

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Providing students with various supplies, they must create a game and related rules that involve all the supplies. The only rule set by the teacher is that all supplies must have a purpose within the game they create. As seen in the activity, motived and energetic students took the lead which led to other students without a supplies, only to watch the game take place. This leads to negotiations revolving around rotations, adaptions, and introduction of new rules. I think students need the full time because it gives them the opportunity to see the problems with the original rules created. They need this trial and error period to develop and adjust the game to meet their needs. In this, they can link the changes that took place over a longer period of time with the constitution. In addition, some of the rule created may have made sense in the original moment, but as they continue to play and become familiar with the game, there will be new realizations and therefore adjustments are required. I think that giving students a short time to play the game, they will not be able to find the natural progression of development that comes when you have the time and freedom to learn about what works and what does not work. -Leah Moffett

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Although "The Game" has multiple benefits if implemented correctly, it is a hit or miss activity with a need for modifications. While some students might be engaged and willing to participate, other students might stand on the sidelines and turn their focus elsewhere. For example, not all the students had access to a piece of equipment so they watched their peers play. If students are unable to make the connection, there is a possibility students might become unmotivated. It is important that the educator reminds the students of the rules and of the games purpose throughout the activity to ensure students are actively participating and understanding the concept. Allowing students to leave their traditional classroom and learn in a new environment can be refreshing and beneficial to all students. Instead of listening to a lecture that is teacher-centered and highlights the parallels between society today and the making of The Constitution, students engage in playing the game. I believe to improve this game, it should be cut from a full-class time to about thirty minutes with a discussion for students to debrief and share their thoughts. -Isabel Valdez

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One of Mr. Stinson’s unconventional teaching methods involve students playing a game and connecting it to their unit on the formation of the American government. Students were led outside to tennis courts along with miscellaneous sports equipment. The only rule Mr. Stinson gave them was that all the equipment had to be used, leading the students to creating their own rules for the game they played. The next day the students had a class discussion with Mr. Stinson guiding them on how the game related to the constitution and forming the U.S. I think this game is effective. I like how it got students outside and being active which is not associated with history classes. This makes the lesson memorable so the class discussion can be something they remember. I also like how it has students working together and interacting which can serve as a community building exercise. Additionally, the game can show how the topics in history are connected to almost anything around us and that it goes beyond lectures at school. Taking the entire class period might be excessive because even with outside activities students get bored.

-Chelsea D. Lara

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After reading this article about the game I believe that the game is a great use of time. -Kalilah Dixon

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After reading this article about the game I believe that the game is a great use of time. -Kalilah Dixon

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The game gives students a piece of common ground to look at interactions between people throughout history. The game that happens, opens the whole classroom to conversation and disagreement. Conversation and Disagreement are the best places to learn from your peers in any subject. The application of the game that we saw is a great example, the students ran the conversation from their knowledge and experience. This created a unique moment within the classroom that can be capitalized on in later conversations. This moment also gives students the okay to bring in their perspectives and ideas even if they are not fully on topic. Empathy and citizenship happen most in the conversations that students have with one another. This is also so true in real-life situations. An understanding of most events has to be personal or from an experience that you can build on. The activity would probably have the most impact in the middle of the school year so you can have expectations and guidelines for discussion. The game does deserve its time to have conversations that will go far beyond the classroom. A slight critique would be to place an interactive portion for students who may not have developed their voice within the classroom may be a running chat or board to bring up good points from the quieter students. -Kalilah Dixon

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In Lost in Words, Dr. Wineburg introduces the readers to "the game" The game appears to be a scenario facilitated by the instructor where two teams of students are given specific objects (sport and school equipment) and create a game based on the materials and rules negotiated between the two teams. The next day, students played the game, but soon they realized flaws in their plans and began changing the rules. The instructor serves as a facilitator who enforces agreed-upon rules. Overall, I believe it is an effective use of class time. First, I believe relatable parallels are an effective tool in education. When students can understand the mechanics of something relatable - i.e., creating a sports game - they have created a foundation of prior knowledge to better understand the historical content. Secondly, it serves as a different format of learning - kinesthetic learning - and I believe varying the learning styles is an effective tool. One downside I would suggest is that the teams were probably too large based on the evidence that many students sat on the sidelines. If we have students break off into discussions in the classroom, we have them in small groups rather than split the class in half. This same logic should be applied to kinesthetic learning as well.

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After reading the section of the article, I feel as though the game can be an effective tool to engage students in a different aspect. I like the idea of students being able to get outside of the classroom and being able to apply historical thinking skills in ways that are not routine. The game also helps history be more present day, as students can begin to relate to it more easily. With that being said, I do wonder about how it would be to differentiate this for students with disabilities, as they too should have this opportunity. My other issue is with students who tend to be more introverted and therefore just put themselves on the sidelines. However, an activity like this I believe can only further help students grow community especially if they are having to work together. - Katelyn Roesch

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When I finished the article, I found that “The Game” effectively engages students as it involves students actively utilizing their minds to create game rules with school equipment. This allows students to connect to Mr. Stinson’s previous lessons to get ahead in their overall comprehension. However, this lesson lacks proper initiative for ALL students to participate. The rules consist of keeping the school equipment safe. If that is the only rule, several students will not participate. These students would remain on the sideline for the most part, as demonstrated by the energetic kids quickly taking interest and the reserved students not being a part of the game. Therefore, I believe either an incentive could be made for those who participate or a rule that should focus on including every student in the activity. “The Game” is an excellent activity for the students. However, there would need to be adjustments so that everyone will engage with the activity from the get-go. As every student can bring something to the table, and when social anxiety is high for some students, it is up to us to create a way for every student to engage in classroom activities safely.

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The Game seems like a great activity to get students to think outside the box.  I remember being in my 8th grade history class doing activities similar and loving getting outside to do an activity that zones in on a point or concept being examined in the classroom.  Doing activities like the Game allow for students to draw connections from what is learned in History to our lives today.  It also puts students in the shoes of the people of history, giving them a greater appreciation, understanding, and conviction of what really took place in the past, and why?  Overall, activities like these give students a break from regular instruction, which creates for a new form of learning.  Whether students were the extroverted go getters, or the introverted students on the sidelines, all students were outside the classroom, and forced to give greater attention to what was happening by simply being in a different setting.
-Andrew Bowen

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I liked "The Game. I thought it was a great way for students to make connections through an activity. This is something that they might not be able to do in a lecture-based class. Being able to do something with their bodies and then translate what they've learned by use of their bodies to their minds I think is a fantastic way to teach a lesson. Students might leave this class remembering this specific lesson years later. Also, I felt this lesson was awesome in the way that it connected history with things of the present. Sometimes, students might have difficulties understanding what they learn in their history classes and this lesson does the great job of connecting the two and teaching students that what they learn in their history classes has an impact in their present lives. I think my only issue with the lesson is that it was just too long. 50 mins for a game I felt was way too long and that the game could have made its point after about 20-30 minutes. This game with it being 50 minutes probably bored some of the students especially those on the sidelines. I felt shortening the time period could help getting the interaction from students on the sidelines.

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"The Game," as Wineburg defines it is a creative activity where students use various sports equipment to create game rules. There is only one rule for Richard Stinsons' Game; all equipment needs to serve a purpose. Stinson uses this activity as part of a unit on the formation of the United States government. There is value in the game because it allows students to engage in critical thinking kinesthetically, make deeper connections to the content, and allow the teacher to implement Social and Emotional Learning (SEL) into the curriculum. I think that this lesson can be helpful because of these three factors; however, I believe that to justify a whole class period, the teacher would need to modify the lesson to have a more significant focus on SEL skills. The students do not just create the rules for the game, but they play the game. Allowing students to participate in the game gives them more agency, which can help with retention. Additionally, the rules and game themselves require students to work collaboratively, supporting the P21 framework standard of collaboration.
-Jeremy Duclos
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In order for his students to gain an understanding of how of the " Critical Period" between the Colonist's victory at Yorktown and the drafting of the Constitution and more broadly how Americans live together in society Mr. Stinson creates a game with his students. The game involves the whole class proceeding to the tennis courts with various equipment such as, racquets, nerf balls, and chalk boards. Mr. Stinson instructs the class that there is "only one rule", the students can do whatever they want as long as all the equipment is used. Quickly the more energetic/enthusiastic students take control, the more reserved students sit on the sideline watching. Mr. Stinson has no involvement other than to remind the students of the rules. As the period progresses the students from the sideline negotiate how they can become involved and participate in the "game" due to the fact that there was not enough equipment for everyone. The students start to adjust the rules to make the game more inclusive.
I believe that the "Game" can be effective and worthy of a whole period. One day outside activity is not detrimental in the grand scheme of things. Furthermore, the fact that students were able to build on the game and include non-participating classmates was a positive and potentially good for class relations. However, I might add more structure to the game itself such as more rules. Lastly, I do believe the students can see parallels within the game and the coursework to be covered.

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After reading the article, it is difficult for me to say if the game is an effective tool for a whole 55 minute class. I do understand the metaphor the teacher is trying to create, but I think it could have taken 15 minutes to get a similar idea across. "The Game" itself is a very smart idea to make history connect to the present. Sometimes the ideas we are trying to present may be a little confusing, so acting it out in a short game could make concepts click for students. Another critique is that I do not think all students would willingly want to participate. Shy and quieter students might feel uncomfortable trying to become included. On the other hand, that was the point the teacher was trying to make when it came to creating the Constitution. All in all, the game itself was well thought out, but I think it could be simplified and not as time consuming. -Mandy Mata

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After reading this section, I think that "the game" can be pretty fun for students but ineffective because it just feels like a lot of students will not want to participate but it also allows for students to be engaged in the activity. I just think that it could be a waste of time since students will be outside basically playing the entire time rather than having a 10 minute activity to get up and do something physically. Although it is a different activity that is usually done, it can maybe be done once or twice throughout the school year but not something that can be done every unit. My critique would be that it could be more inclusive because some students were already not participating in the reading, some were watching, and some were actually playing. A different activity could promote more inclusiveness and student engagement so I personally would not use this with my future students.

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After reading the article, I think "The Game" was an effective tool to help students make connections to history and understand the topic better. I also think it is a great method to spark student's interest and get them away from the same routine of going to class, taking notes, reading documents, etc. Students reacted differently, some were on the sidelines making compromises, while others were playing, which was a great way for students to realize how this simple activity can be used to make meaningful connections to the "Critical Period". My only critique would be that the game should have been shorter. The article mentioned that it took a whole class period. I did a similar activity when I went to high school (we were placed in groups and had to come up with rules on how we would govern ourselves) and it did not take up the whole class period, yet students were still able to successfully make connections. There is so much content we want cover in class so its beneficial to make adjustments to how much time we spend on activities like these. Whereas I think the activity could have been shortened, others might think 50 mins are needed. It just depends on the instructor. Overall, I would love to use this type of activity to assist me in helping students make relevant connections to content material - Vanessa Abrego

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I feel that while this was a good activity for allowing students to release energy and recharge in a productive way, ultimately, “the Game” was not an effective use of class time. I believe that a shorter, more practical activity in the classroom could serve the same purpose, most likely in the same period as the discussion. Instead of using up an entire class period, condensing “the Game” into a 10-15 minute in-class activity could provide the same effect. The important part of this activity is the discussion that follows, and it seems that an entire day on the tennis court is more wasteful than beneficial. I think that teaching style and relatable, creative lesson planning while making meaningful connections to historical topics can elicit the same motivating and energizing class discussions, enabling students to understand the significance of what they are learning. As a future history teacher, I see myself as utilizing the spirit of this activity in a way that does not take away from class time; or at least takes away less time. - Michael Anderson

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Wineburg describes “the Game”, an activity that Stinson has his students engage in as part of this unit of study. Provide a brief summary, with supporting rationale, as to whether you believe this activity is an effective use of class time. (For this question, simply discuss “the Game” and the simulation itself, not Stinson’s class discussion of “the Game”.)

When you are done, comment on AT LEAST one of you classmates post (either EXTENDING their post or RESPECTFULLY DISAGREEING with their opinion).