Once one is learned, the whole series is known. Players get to draw with crayons and build rails to develop railways. They then have to move trains to carry cargos to destination cities, showing where resources are and forcing players to find cities. The most useful in the series are Empire Builder (USA), Eurorails (Europe), British Rails (Great Britain), and Nippon Rails (Japan).
The computer game plays MUCH faster taking all calculations out. It would be the MUCH PREFERRED version for use in a classroom. Players buy stock in railroads and manipulate the market while developing a rail network in the Eastern United States. Completely different in style from the Empire Builder series. It is massive profits through stock manipulation, just like in 19th century America. The computer version can be saved and resumed. Boardgame version would require scrupulous students/students who stay focused when not actively participating in a turn.
Variable dice can be used to determine probability. Or can be used for counting—results can range from 1-30.
Object is to wipe everyone out. It is VERY possible that everyone dies and no one wins the game. It IS possible to win the game without using nuclear weapons. There are expansions, but not necessary or helpful in a classroom. It’s advantage is the game plays fast.
To win you must advance, but you lose when you advance. Winner is really the last country with manpower left. After playing, students should feel incredibly frustrated…simulates feelings of officers of WW1 very well.
These cover various aspects of navy fighting at the turn of the 20th century. They are interesting for their discussions of the U.S. Navy Color Plans. These are easier to use if the teacher is already a “gamerâ€.
Good in combination with the book Stone Soup.
First edition tends to be directly tied with the World in Flames boardgame (making it harder to implement). This gives a good overview of the buildup to war, but requires some tinkering for classroom use.
Introduction to Japanese feudal culture, nice components with a modernish yet Japanese style.
This requires one of two things-->money to purchase ship miniatures -OR- time, which can be used to xerox/create ship silhouettes. For a classroom budget, silhouettes are probably more efficient, and students could even be assigned creating the silhouettes, researching ships, etc. before playing. For an added twist, anyone who has a ship sunk has to have their assignment torn up! This recreates hesitation at throwing ships in to battle willy-nilly and creates a very realistic hesitation.