# data[].attributes.body
From reading and understanding how “the Game” works, Richard Stintson gave the following directions of how the game worked. The directions of the game was for everyone involved to create a sort of “game” and use all of the sports equipment given. The goal of this game was not just for students to be involved but as a comparison to how American society with the passing of laws and policies. For the most part, I do think this is a fun activity for students to be involved in as it gets them the sort of experience to better understand the context of the lesson such as describing the students involved in the “game” as those passing or voting and to those who aren’t involved as an example of most American citizens not involved.

However, I do see some missed opportunities involving the “game” such as some students not participating; whether it’s because it's a sports-related activity or didn’t want to, student involvement in the activity is crucial for all students in order to understand the activity and lesson in correlation to it. Not only that, but Mister Stintson didn’t get the chance to discuss what happened during the activity to clear any confusion that was still lingering with some of them. In short, I do see the value of this activity being useful but it would have to be modified such as taking place in the classroom rather than outside. Also, students should all be involved in the activity rather than those sitting out. Afterwards, there can be a guided discussion with the class in comparing the “the Game” to the “USA” regarding law making & compromises and the students being able to make the rules of the “Game”.

In short, I think the activity is fun and perhaps an opportunity to develop critical thinking skills but I don't think it was efficient since it left much confusion with most students and lack of participation from others. Perhaps a different approach is in order in which students don’t have to make rules which seems to be where some of the confusion lies. Not only that, there was no discussion afterwards which left much of the confusion unresolved.

# data[].attributes.body
The activity that is discussed in the Winesburg’s reading is called, The Game. It is an activity that veteran teacher named Richard Stinson has implemented in one of the unit lessons about the formation of the American government. It is an outdoor activity that requires for students to think about the rule that they have agreed to the day prior, the outcome of their choices, and an essay that will be due on Friday that week. The one rule was that they could do anything they wanted but that they must use all the pieces of sporting equipment. This was difficult to do as a lot of the equipment was scattered and there were some students that did not want to participate but stood on the sidelines observing and suggesting things. In the end the students changed the rule many times over in order to play properly. The debriefing conversation is where the real lesson was. Students began to make connections about authority, laws, compromise, and morality (or lack thereof).

This is a good activity, especially because it is a little bit physical and mental. However, it did take some digging and suggesting by the teacher for students to start making the connections that teacher wanted them to. However, students began to make other connections and began to ask bigger questions that the teacher was just not ready for ..or possibly just through him off. It was not a waste of time because Stinson did get what he wanted from the students. But I think this lesson could have better use for a government class and set up some really good debates and discussion.

# data[].attributes.body
Richard Stimson is a high school history teacher who wants to give students a deep understanding of the debate and uncertainty that surrounded the creation of the U.S. government as well as the ways in which citizenship functions in society. He attempts to do this by taking students out of the classroom and to the tennis court where they are given sport equipment and told to use all of it by following basic rules.

I thought this activity was very creative and engaging. It introduced multiple levels of analysis which the students were able to identify with a small amount of help. However, in general, I don't know if I would consider this an effective use of class time. It is important to get students out of the classroom and to use activities to illustrate the application of historical ideas, however, if the activity is going to take an entire period to complete and another period to debrief, I would not consider that an effective use of class time.

For example, one could create a short in-class activity and lead a more guided discussion of the activity all within a single class period in order to create a deep understanding of the 'Critical Period' in early American history.

# data[].attributes.headline
Moral Ambiguity | The Game - reanna slusser

# data[].attributes.subject
Moral Ambiguity | The Game - reanna slusser

# data[].attributes.body
Richard Stinson wanted to get students to understand the struggle of compromise by giving students various sports equipment and having them create a game under the rule that they had to use every piece of equipment given to them.
I do think that activities like this have benefits. It peaked their interest and when they did start seeing comparisons could be made they were more than enthusiastic to contribute. Allowing students to think out of the box and make connections between seemingly disconnected things provides a deeper understanding of abstract concepts.

However, I think the activity could have made better use of class time. Not all the kids could make those connections and may have even found it pointless and confusing. I know a class in which students were tasked with designing a board game with rules and limited supplies. It was the same concept, shorter and easier to execute. I still think, though, that the students would have benefitted from more background knowledge before beginning the activity and more time to reflect afterwards. The activity taking the entire class period and then no real reflection being able to happen in order for students to make those connections themselves put them at a disadvantage, so when the discussion was derailed, the entire point of the game still had no real wrap up.

# data[].attributes.body
Richard Stinson wanted students to understand the compromise process of creating the constitution. To achieve this, Stinson decided to have his students create a game. He provided a variety of sports equipment with the caveat being that they all had to be used in the game. Students would have to use compromise and discussion to reach a decision on how the game was played, similar to how the constitution was drafted. Ultimately, a handful of students would end up hogging the equipment and dominating the discussion, sidelining the remaining students.

When it comes to determining if it was an effective use of class time, I have to disagree. While the idea sounds fun on paper, but it sinks too much in to class time when much simpler metaphors could have been used (i.e. sharing with siblings or discussing house rules with parents). Also, with an essay due later in the week, I would personally dedicate more time to focusing on the writing process over a day long activity that is used to make a relation that could be made in a few minutes. Furthermore, I think with how the activity ended up, students may have some conflict with one another seeing how some hogged equipment or disregarded some of the thoughts of their peers. That to me would disrupt the general harmony of the class and could end up being a challenge in terms of classroom management.

# data[].attributes.body
The game lesson that was overseen and directed by Stinson seems to be a shot quite off the mark for the lesson that he was trying to teach. While the intention is to bring the students to a conclusion of questioning the actions that were occurring at the time he does so in a somewhat irresponsible manner that did not imply giving the students left and right limits on how to participate. Students are shouting answers and rather than discussing or indulging merits, he is holding to a "right and wrong" approach. This adversarial approach does not tend to yield great results in an environment that he created, and can be very isolating if someone works against the norm.

Ultimately this discussion that was not being properly facilitated evoked passionate feelings from the instructor that may have caused him to lose sight of the actual lesson. Comparing events of WW2 (especially the holocaust), Vietnam, and The American revolution make an incredible challenge that is not always (or even frequently), applicable to all of these at all times. The class discussion and topic should have been more focused and regardless of the experience of the teacher, losing the ability to manage a classroom can have devastatingly regressive affects on learning rather than expanding the students capacity as it should.

# data[].attributes.body
Richard Stinson creates an activity known as "the game" to make students to engage with one another. The game was to go outside and use all of the sports equipment to create a game. This seemed like a fun engaging activity but had ended in failure when it came to coming together as a class and creating such a game where everyone was involved. This activity can be linked to the American government when it comes to working together and compromising. This was an interesting activity that Stinson created but seems to be not a good use of class time.

When looking at the student's perspective, the student's mindset would be happy to waste class time to do something else. It would be hard for a student to connect this activity to the American government without any explanation from the teacher. I personally think this activity took too much class time. A shorter version of this activity may have been better for the student's to fully understand what this activity was for. This activity seems to be fun and engaging but it requires too much class time.

# data[].attributes.body
Stinson created the game in order to show how to collaborate and compromise at an individual level prior to connecting it to the American government. The game consisted of limited equipment with the rule of using every tool presented. During the activity, Stinson did not get involved in helping students, as well as the majority of the students being left out. Those who were left out tried compromising and presenting rules to those who were taking over the equipment, however many failed to get anywhere.

The activity was not an effective use of time because many students failed to participate and failed to see some of the connections of the game and the American government. When they finally started discussing, hypothetical scenarios took over the class in which Stinson could no longer redirect the conversation and failed to review the criteria for the essay.

# data[].attributes.body
Richard Stinson wanted to show his class the complexity of crafting government documents, and so designed his Game activity to mirror the creation of the constitution and show that not everybody is free from compromise. In the Game activity, Stinson had students all take a piece of sports equipment and instructed them to create a game using the equipment they were given. The students then struggled to put together a game that everybody could play, and the end result left most people unhappy.

This activity is in good spirit as it does in partially show the complexity it is seeking, the issue comes from the fact that these are young students with potentially no real interest in sports. It appears as though some might be very into the activity and take it seriously, but ultimate it does not appeal to the backgrounds of all students. As much as I love going outside for the class to get their energy out, I believe the lesson could have been done in the classroom and more closely tied into the interests of the students.

# data[].attributes.body
Stinson used a physical activity to engage his students in understanding compromise, collaboration, and conflict. Students were given the sports equipment and given the direction to use every piece in a game of their making, but no further instructions. The students' creation of the game was filled with debate as to how best utilize their equipment and the rules of the game.

To this point, Stinson wanted to illustrate why there was so much debate during the creation of the new American nation after the American Revolution. "The Game" was allegory for the Constitution and the American government, and the students were in the role of the Founding Fathers.

I do think this was an effective simulation for SOME, particularly students who were more sports-inclined. Those who weren't (and who got left out of the activity) probably did not make the connection between the game and the creation of the U.S. Perhaps a more effective way of portraying this to students is presenting them with something that could include all students.

# data[].attributes.body
The game was an activity that Stinson used to help students understand compromises and the processes involved with compromise. Stinson took the students out of the classroom and gave them a variety of pieces of sporting equipment. The only rule that the students had to follow was that every piece of equipment needed to be utilized in the final game. Because of this rule alot of debate was had amongst the students and in turn, some students were left out of the activity altogether.
As to whether or not this activity was an effective usage of class time the answer is both yes and no. If this activity was done with no context either before or after the activity then it would be a waste of time. However, if the activity was utilized as a frame of reference in later learning then I would think this would be a great tool as it allows students to recall and reflect on their own actions.

# data[].attributes.body
“The Game” is an activity that Richard Stinson used to help students understand the process of compromises and how that process was used during the drafting of the Constitution. Stinson took the students out of the classroom and presented them with many items. He gave the students an overarching rule, “to use all of the materials” and for them to figure out how to do so. Students were confronted with having to discuss and compromise with each other. Once the outside activity was complete he continued with a guided discussion in order to help students make the connections between the game and the historical content.

I think an outside activity or game is always fun for students because it puts them in a situation where they have to make real time decisions, but I do think that in order for a game to be successful there should be more teacher guidance and a strong foundation in background knowledge. I do not think the game was successful in teaching students to think about their actions within the framework because many students were left confused for most of the game and others were completely left out.  I think that in order for this game to have been successful there should have been a short discussion about what students think compromises are and where they see them in their life and from there continue onto an activity where they can put into practice their own interpretation of compromise. I also think that this game would have been more successful if every student had a defined role. For example, some students could be the negotiators, other students could be the utility planners, etc. This would have assured all students participated and it could have also drawn parallels to those that participated in the drafting of the Constitution and had a designated role in the government.

# data[].attributes.body
Richard Stinson engaged his students in "the Game," in which students stepped outside of the classroom and were given various different pieces of sporting equipment. The only rule for the students was that they were to use every piece of equipment in whatever game that they devised. This led to a lot of debate regarding creating, amending, and adding rules, and some students were eventually left out from the activity altogether.

This activity was meant to draw parallels with the "critical period" when the founding fathers of the United States drafted the Constitution, in which many compromises were made. I can see the appeal of venturing outside the monotony of the classroom, especially for kinesthetic learners, but overall, I do not believe that this was an efficient use of class time, if only because it took a whole class period.

Perhaps if it was limited to about 20 minutes, then students would have more time to immediately reflect on the activity for the rest of the period. Their investigation into the purpose of the activity would be fresh and allow them to more quickly draw the parallels of "the Game" with the "critical period." I also believe that there is a more engaging simulation activity than that of providing random sports equipment. Students who are not athletically inclined would automatically find themselves uninterested in participating in such an activity. Providing other objects such as marbles and cards in the classroom might have been more effective in getting the simulation across.

# data[].attributes.body
"The Game" activity utilized by Stinson that Wineburg describes was intended to help students observe the parallels between the compromises they were making during "the game," as far as the rules they were implementing and changing so that everyone could play, and those made by the nation's founders in the eighteenth century. While I do see the appeal and intent of engaging students in this activity to help their conceptual understanding of how compromise shaped the nation, I do not believe it was an effective use of class time. I think this activity was an ineffective use of class time because Mr. Stinson did not even get to finish his lesson, which was having the students write a paper about the parallels they observed between "the game" they created and people living in American society today. Additionally, it seemed as though "the game" became more of a distraction as students began to over analyze the intent of "the game" and Mr. Stinson was unable to guide them back to what the main point of the lesson was.

# data[].attributes.body
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).