11-13 yrs old
Government and Politics
Math & Economics
Students roleplay a fictional country in class and use Minecraft as a virtual realm and learn through play.
September 19, 2018
Parliament of Wizard
The program I originally based my in-class gamification/simulation on. I still use bits and pieces of this, though tweaked to suit the classroom.
The Minecraft Survival Quest Challenge! By Lucas Gillespie
The Survival Quest Challenge I based the unit on. I made some minor adjustments here and there to suit my class.
One of many online Bartle Tests to see what player archetype each student is. (Killer, Explorer, Socialiser, Achiever)
Google Drive with all the docs I used
All the documents I used during this unit. It has spreadsheets, documents and the original starting world map.
VLOGs on thoughts during and after Colony World
Playlist of a few videos. Gameplay footage of day 1 (2 parts) and a VLOG on final thoughts at the end of the unit.
After 3 months
What the world looked like after 3 months
Screenshot of the Survival Challenge Quests put into the Classcraft Quest module.
• Why do we have laws? (How does the Australian government create laws? How does our Minecraft nation do it?)
• Why do we have governments? (What type of government does Australia have? What about our Minecraft nation? Do we have a government? If not, do we need one?)
• What were some of the problems facing Australia pre-Federation?
• Are there any similarities between the 2 realms? (virtual world vs pre-federated Australia)
• Could we modify any of our solutions applied to Australia to our virtual world? How?
**** As this is supposed to be a sandbox experience, ie, the students are the players who can direct where the game goes, most of the following are suggestions on how you COULD run it. – I ran this concurrently with a physical classroom country roleplay where decisions made in the classroom can affect Minecraft and vice versa. ***
Students are split into groups of 6 colonies. (Optional – have them take the Bartle Test in order to even distribute the different player archetypes)
Using the seed -75541937, create a Survival map on Hard difficulty and border off some land. (You can use the map provided here, but you will need to change the “Map Type” to “Infinite”.)
Students are dropped in one colony at a time in their designated areas (I had border blocks on at the start) and spawn points saved.
Students are given the “Survival Challenge” and linked to their Classcraft accounts as a quest.
The end goal is for students to reach THE END and defeat the Ender Dragon. – On Hard difficulty, this will be very challenging to do solo, in 2s or 3s! (Also, to first unlock this quest, they need to complete the quests that come before it and many of them require collaboration)
The failstate is if any arguments/disputes in Minecraft spills over to the playground and/or the final quest (Defeat the Ender Dragon) cannot be completed by a certain set date.
Once students get the hang of surviving, open border blocks to initiate trades. Each colony are to create a set of laws and have a set trading representative.
Students interact and negotiate in class, Minecraft and/or on the class forums on Schoology (or LMS of your choice)
Link events that happen in game with Australian Historical events. Eg – First diamond found in a colony. Did this cause more people to rush in to share in the riches?
If things get a little stale, try to force interaction via introducing some new elements. One way I did this was to drop a LOT of mobs off two opposite coasts. -> This also can lead to discussions on advantages of having a Federated nation.
Hint: Whisper this idea to potential students who aspire to be the country’s Prime Minister.
Once the country federates, you can use the resources from the Parliament of Wizards program made by the PEO and start creating a constitution, political parties and vote for a democratic leader.
After this and the final quest is completed, it is up to you where you want to take this. You can end it there, or you can continue it as a behavior management system or (in our case) carried this over to the next unit, Global Connection, and we invited another class to join our world and simulate that environment.
Students will understand the reasons behind each side during the debate for Australia’s Federation.
Students will learn about why we have laws and how these laws are created in Australia.
Students will be able to see how every voice/vote matters and see how their actions can impact others.
Students understand the importance of collaboration and community.
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