Lesson 9: Examining a Video Game
OUTCOMES: The student will understand that all games have a set of ethics behind them, that he/she is capable of analyzing a game for that set of ethics.
CONDITIONS: This lesson will require repeated instructions as to classroom discussions and a gentle but firm teacher hand in guiding the conversation toward ethics instead of gaming. The activity will require two class periods of at least 45 minutes each.
ACTIVITIES:
Teacher Student
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¨Before you introduce this lesson, you should have polled your class to see which video games they play. It is important to choose a game that at least some of your class is familiar with. It would be even better if you know the game. If not, ask a student to walk you through it before you start this lesson. ¨ Write or draw out the game on a flip chart or the board. Be sure to include all the details. Pause every three to five minutes to check to see that everyone understands the game. At the end of this explanation, ask each student to turn to the person on his right (left) and explain the game to this student. ¨Divide the class in to groups of 4 to 5 students. Each group will be responsible for deciding on a set of ethics that the game is based on. Each group will also be required to act out the values of the game. Give an example of this! Explain to them that it is usually easier to act out a value with two persons, one to illustrate the “bad” or the opposite of the value espoused and another to demonstrate the good or the value espoused. For instance, you might face the class with a broad smile and curled biceps to illustrate the value of physical power. You might help all of the groups by starting with one ethic that you know the game employs (such as “might is right”). This group activity should take the rest of the period. ¨On the following day, you will ask each group to act out the values that they uncovered. HOMEWORK: Remind the students that
they are to be collecting stories from the paper or magazines – or from
the Internet – to go into their scrapbooks |
¨Start thinking of any video game you have ever played. What kind of values did it have? Who wins? Who is supposed to win? What does this say about winning? What does it mean to win? ¨Think of cartoons. How do they show values? Can you act out your values in this manner? For instance, could you run a race, and the bigger person would always win? |
MATERIALS: The following video games
are suggested for high school
students: “Final Fantasy 7”, “Twisted Metal”, “Mario Brothers”, “Odd
World”.
MODIFICATIONS/ACCOMMODATIONS: Decide on another way of presenting the values to the class. Students may want to draw or write about the value. They could select one value and write about it in comparison to its opposite or in comparison to one of their own. If your class needs more help, list all of the values of the game and ask the groups to discuss them and then to act them out.
ASSESSMENT: Use the Life Skills Rubric, observing for Cooperation, teamwork, initiative, and problem-solving.
STANDARDS: Language Arts, grade 9/10, Analysis … , 1.11.