Pre-game lesson one (90 min to be adjusted as needed). (All Ages)
Objectives:
Students will look at guiding questions, learn how the game is played, help to put the game board and pieces together.

Bellwork: (10-20 min.)
Put the two guiding questions up on the board:
1. Can the world’s problems be solved or will they always be with us?
2. Is violence necessary?
Ask students to write their thoughts. (2-5 min.)
Ask all students to comment. (5-15 min.)

Activities. (60-70 min.)
Explain the purpose of the upcoming unit.

1. Students will learn and utilize strategies for cooperation and diplomacy.
2. Students will understand the impact that international events have on the rest of the world.
3. Students will solve problems in the game that face the real world.
4. Students will create alliances from groups with differing interests.

Explain the process of doing this.
1. A game in which there are different countries.
2. The countries have problems that require people to work together to solve.

Game setup. (20 min.)
In order to facilitate learning about the game parts, print off the game and have the students assemble the pieces.
2 main jobs. Map assembly and Piece assembly.
1 tip. Mark on the back of every other page of the map to cut out the piece. That way you have some flaps which helps in glue/tape assembly.

Game Rules (20 min)
First read the rules aloud once. Put them on the board if that will be helpful.
Next ask the student to imagine that they are on two teams that are at war. Ask them what they will have to think about because of specific rules. At the end ask them if they think the rules are fair and whether or not additional rules should be added.
1. Movement:
(Buildings and cities are not moveable).
Each tank and boat can move 1 square per day.
Each plane can move 3 squares per day.
Bombs and soldiers need to move with necessary equipment in order to use the equipment.
2. Conflicts:
A declaration of war must be signed by the Prime Minister and the Minister of Army. The signed document must contain a grievance (problem) with another country, and a date that the war is to start.
Teams can decide to attack at any time after a declaration of war has been signed. Bombs can attack up to 2 squares away from the launching site.
3. Consequences of war.
Each bomb kills 2 soldiers of the country that is bombed. The receiving country must write letters of condolence to the parents of the killed soldiers within a game day’s time, or their ability to bomb other countries is ceased by the United Nations Law.
If an area is occupied by another country, it may receive taxes from the residents of that area.
4. Government Programs
Healthcare: If less than 15% of Government budget is spent on healthcare, the population growth rate goes down by .5%.
Education: If less than 8% is spent on education, no new factories or production facilities of any sort may be built. If education expenditures raise to 20% of budget all new factories and production facilities cost 10% less to build.
5. Weather
Floods 3 months of rain destroys 20% of production on 4th month until it stops raining.
Drought 3 months without rain destroys 10% of production on 4th month until it rains again.
Alternative energy only works on days that are either sunny or windy.

Roles (20 min.)
There are three countries in this game. They are not real countries. (This bears mentioning because the first time I played the game some of my students took a while to figure this out.) These rolls can be combined depending on the number of students in your class. Teacher most likely should play the role of Game Head. There are 27 positions available in this game.
Read the duties aloud for the students and ask them what they would most likely enjoy doing. Have them write their top three preferences of roles on slips of paper with their name.

Duties for each role:
Prime Minister – Must sign all checks, must make make all final decisions for country.
Minister of Finance – Advises Prime Minister on cash flow.
Minister of Interior – Advises Prime Minister on issues of Industry, Taxes, population and consumption.
Minister of Army – Advises Prime Minister on matters pertaining to defense of the Country dealing with interior and exterior matters. (Runs, police, army, fire fighting and other public service organizations.)
Diplomats to Countries – Coordinate and cooperate to solve problems between countries.
Diplomats to United Nations – Represent their nations to the United Nations which polices the world.
Central Bank Manager – Makes transactions with countries and individuals.
Central Bank Employee – Audits all transactions to make sure that no country or individual is cheating.
Arms Trader – In charge of Vehicles and Arms. Sets prices, buy and sells arms.
Real estate Developer – In charge of building all buildings, cities, and bases for the countries.
Assistant Game Head – Ensures that all countries have placed pieces correctly, have enough checks, handles all agreements and verifies problems solved.
Head of United Nations – Makes final decisions based on the Diplomats representation of each nation.
Game Head – Ensures all of game runs smoothly. Should be someone in position of authority and/or have played the game before.
Game head may adjust and combine roles as needed.

Conclusion (10 min.)
Have the students complete a 3,2,1 on a slip of paper.

Instructions:
3 Write 3 things that you remember from the rules.
2 Write 2 ways that this game might challenge you.
1 Write 1 way you can use the skills or knowledge you develop in this game in real life.