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Relocation and Communities

11-13 yrs old

14-18 yrs old

18+ yrs old

Government and Politics

Math & Economics

Special Education

Students enter the world as a relocated person, in a refuge camp, then are moved to a new settlement to begin a new life....

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avatar Submitted By: Lachlan McGuire

July 10, 2018

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Skills

  • Character
  • Citizenship
  • Communication

Supporting Files

Lesson files


Folder containing the lesson world and support documents including detailed instructions on world setup, operations, banking system, and task system.

Learning Objectives

  • Students will study economic systems in communities and expand a town based on zoning agreements
  • Students will practice negotiating for resources and other improvements for their community
  • Students will practice living skills through economic systems in the
  • Students will gain an understanding of possible challenges refugees or displaced persons may face.
  • Students will study development plans and develop their own development plans

Guiding Ideas

Create, develop and manage a world that mirrors society.

Can I afford to build the house I have?

Do I have the space to build the house I want?

What resources are needed to build what I need.

Do you have approval from the Government to proceed with my project?

Do I need to take a loan out to achieve my goal?

Who do I need to talk to , to get the information and help I need?

Students come into the world as a refugee or displaced person.

Students stay in refugee camp for 1 night – in which they can gather basic resources.

Students are then moved via rail to a new community which is in early stages development.

Governing body allocates students a small block of land and money allowance.

Students are then to build a life for themselves using available resources

 

Student Activities

Once a student has filled in their citizenship allocation and it has been approved by the teacher/educator. They are given a small amount of physical money in snap lock bag. They are then moved by rail to a new settlement in which they are given a small block of land and told to design and build a house on it. Before they can start building, they need to fill in a development application of what they are going to build and submit it for approval.

One by one students are called to the bank in town to collect a chest with some starting items they will need for a basic house. Torches, Pickaxe, Wood, Food and Wool. Students can then build their houses or use some of their money to buy more materials if needed. Students are encourage to find resources outside of the city walls, rather than buy things straight away.

 

NPC’s are located around the village with tasks for students to complete. This might be something like a baker who needs his shop built. Example below:

Hello Friend, I’ve just brought this small block of land and I planned on building a bakery here. However, my workman hasn’t shown up today to build it for me! Any chance you might be able to assist? I’ll pay you $100 for your services.

 

It is up-to the teacher/educator to fill the village with NPC’s before students join the world. New NPC’s will need to be created with new tasks as the simulation develops and gets more complicated. This requires forward thinking in planning ahead what you or the students may want in the community. You will find that students will bring you ideas as they get more involved in the simulation. Once students have finished an NPC task, they can collect the money reward from the bank, after the warehouse manager physically flies around and checks they have completed the task.

Students can buy and sell resources from the bank. The teacher in the room has a table setup as a banker, who has an A3 sheet with prices of items and materials in the game. Students need to go over to the banker and exchange the correct physical money. The banker will then write an order form, which they are pass onto the warehouse manager. Students then return to their computer and head over to the bank shop front in the game. The warehouse manager, tells them which booth in the bank to go to. Once the student is in the bank, the warehouse manager fills a minecart with a chest, the items they have ordered and sends it down the powered rail, which arrives in the relevant booth for that student. Student collect their brought items and send the minecart back to the warehouse. Exactly the opposite happens when a student wants to sell items to the bank. Note students can sell items to each other or help each other out as needed.

 

Performance Expectations

Students will know how to research, plan and design buildings / living area’s.

Students will know how to calculate area and perimeter from developing building applications.

Students will understand the difficulties a refuge or displaced person may face moving into a new community.

Students will learn how the government works and why it works in terms of planning and development at a local council level.

Students will gain an understanding of how to manage personal finances and business finances. This may include taking out loans from the Government in which they have to pay interest back on.

Students will learn team work and communication as they work together to build their community.

Progress through the simulation will be determined by the students learning new skills, progressing at their own pace.

Students use appropriate vocabulary and language when filling out forms. Students also improve reading and literacy skills in the same way.

 

 

Skills

  • Character
  • Citizenship
  • Communication

External References

Supporting Files

Lesson files


Folder containing the lesson world and support documents including detailed instructions on world setup, operations, banking system, and task system.