Global Challenge

By Lee L. Chazen, M.A.

© 2011 All rights Reserved

Author
Lee Chazen is the creator of The Global Challenge Project, a proprietary
game-based educational program which has been tested with positive
effects for nearly a decade in high school-level World History and U.S.
Government courses. Realizing the power inherent in the “bottom up”
learning process in games and projects, Lee went on to study self-
organizing systems while earning his Masters in Education. In addition
to his work refining this project for use in high schools all over the
country, Lee currently serves as both a tutor and Social Media Strategist.
His primary interest is in demonstrating how games and projects can
elevate student participation and inspire learning in the classroom.

Dedicated to the memory of my dad,

Dr. Marshall H. Chazen

2
Comments from Students, Teachers and Administrators:

“I enjoyed this game immensely. I “I have learned more about the

learned more than I ever would have history of the world this year
from a textbook. I guess actions do than I have in my whole sixteen
speak louder than words.” years of life.”

“Regardless of what happens in the

game of Global Challenge, (the event)
can, will, or has happened in the real
world.”

“Global Challenge taught me a “Global Challenge is a

ton. I know for a fact that if we great simulation game.
would have sat in our chairs Every aspect relates al-
and done book work all year I most perfectly to history.”
would have failed.”

“I think that Global Challenge is fantastic. It

“To tell you the truth, gave us a chance to learn while having fun.
I really liked this game It was so much better than sitting in class
because I learned all day and not learning anything because
something from it.” we were bored.”

“Lee, I think the project is amazing! I like

“Mr. Chazen has organized and imple-
mented a world history game that he
created to help stimulate student interest,
learning, and participation in the study of
world history and world government. This
active learning game greatly increased
student understanding, interest, reten-
tion, and participation in their study of
world history.”\
– Mr. Ross Gregory, former Principal
of Galena High School
the way it is set up so that the students
are the ones writing and answering the
questions. Students will learn more if they
are the ones doing the research and fact
checking. I especially like the “game” like
atmosphere, with students making alliances
and treaties. I don’t think you can simulate
anything more real world. I am going to
“tweak” it a little and try it “ancient civiliza-
tion style” with my 6th graders. Thanks for
allowing me a chance to read through it
and experiment with it.”
-- Kim Lander, Kansas City

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Introduction
Global Challenge started out as a simple geography and history game which took a few weeks to play.
Students competed to occupy and maintain territory on the world map by answering questions from
their textbooks and stating geographical and historical facts. Over the years, the game expanded in
complexity and eventually played out over an entire semester. Thriving in this new kind of environ-
ment, students formed teams with unique names, created team logos and posters, compiled huge data-
bases and held meetings at lunch and after school. “Underground” markets were even created to make
deals and trade information and ideas. The game itself came to be a working metaphor for the chal-
lenges that came along with advanced civilizations.
As a classroom project, Global Challenge can be an excellent way to challenge your students to look way
beyond the text book and explore the world as it has come to be. By participating, students will learn
about history, economics, political science, finance and how to be part of a team. Teachers who use this
in their classes will learn how to teach in a new way - by allowing students to create their own learning
experiences. This game represents a new way of learning, from the bottom up, and shows that learning
can go way beyond basic classroom content and standardized tests.
The idea behind Global Challenge is to shrink the world down to the confines of a classroom where
students will discover how the diversity of cultures, ideologies, natural resources, values and economies
in the world impact how nations coexist. Taking on the roles of their nations, the students must develop
a comprehensive world view using their multiple intelligences (Gardner) and ask questions like: “Do
I want to conquer the world, at any expense?” or “How much force must I use if my objective is world
peace?” The students are involved in every aspect of the game, so not only are they asked to play the
leader, but they must also learn to work with each other in pursuit of their ultimate goals. Ultimately,
the intent is to show them that they each have a distinct, important role to play in the big world outside
of the classroom.

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Overview
In Global Challenge (a curriculum for 6th – 12th grades) students answer questions in seven different
categories in order to earn points, money and political influence. Before this begins, they put together a
map, are distributed different countries, and are required to do research. They must know the per capita
income, population, major industry, capital and something of interest for each country they are given.
Also, before the game even starts, they must put together a philosophy or guide to how they will play the
game.
Students formulate and answer 20 questions each week from the assigned chapter: divided into vocabu-
lary (4), historical fact (5), geography (4), people (4), trivia (1), current events (1) and something from
another core class (math, science, English or social studies) (1). These questions become the basis of the
game and future tests.
These questions can be turned in to the honors students for quick review, then over to the teacher.
Points will be awarded if the questions are correct and usable. United Nations members will be required
to review these, make adjustments, and then turn them into official game questions. Every new unit the
teacher introduces results in the making of new questions. At the end of the unit, the teacher may devise
a test or quiz over the material covered by game questions. This way, if a student does poorly during the
game, she or he can compensate by scoring high on quizzes and tests. The scores on all quizzes and tests
are converted to usable game money (1 pt. = $1,000).
During the game, students sit in a horseshoe configuration facing the map. Game play progresses clock-
wise as students or teams (depending on phase of the game) are asked three questions. Each question
has a value of 5 points or $5,000. If the student gets two of the three correct, she or he has the opportu-
nity to declare peace on or take over the country in question. This continues for a specified number of
rounds until game play stops (usually 20 rounds).

At this point winners are declared in several categories:

1. Most number of countries taken
2. Greatest square miles conquered
3. Greatest wealth - based on per capita incomes of conquered countries or GDP
4. Most number of countries maintaining peace
5. Greatest diplomat / peace maker
6. Overall winner
7. Your idea here.

Game play moves the students through four stages of history: Nomad, city-state, nation State, and
Super-Power. Each stage is symbolically represented by number of students in a team (to represent the
state of world history that is being studied). The classroom will steadily evolve (order out of chaos) as
allegiances are formed, until they reach the Super-Power stage. Similar to the cold war, the two sides
square off. There is an optional fifth stage, which opens the class up to creative discussion of where they
think the world is headed.

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Game play can stop at anytime, either by peaceful treaty between players or when 50% or approximately
100 countries of the world have achieved the status of peace. Peace is declared on a country after the
player correctly answers two questions and decides not to attack anyone. At various points during the
game, the teacher may wish to insert a unit plan or engage the class in discussion about the relevance to
history or current political conditions.
Teams research their countries, paint and piece together a giant world map and study textbook and
other relevant reading material in preparation. If they answer their questions correctly, they will earn
$5,000 in Global Challenge money, and will potentially achieve peace or the takeover of another country.
Every country taken over in Global Challenge earns the player or team the current Per Capita Income
of that country. There are equal bonuses to work for peace. As a result of all these incentives, students
study furiously in an attempt to do well at the game. They also – and this one is somewhat hard to
believe - ask to do extra work. On a weekly basis, students will come up with all kinds of ideas and the
teacher may find them asking to compile data, create a chart, do detail work on the map, compile new
game questions, create theme songs, or banners, make anthems or team logos.
Students engage in a fury of activity communicating facts, ideas and plans to one another both at school
and at home. There is never a question of homework - as it is an ongoing activity. Students can easily
access and exchange all kinds of information at all hours of the day and night, by use of the Internet.

6
The Rules:
Playing the game

1 2
Everyone is seated in
a horseshoe shaped
arrangement of desks
facing the map on the
wall. (see game set-up).
3
Play goes clockwise
from left to right if
you are facing with
your back to the map.
Team “A” (if a team) announces
its intentions. (e.g. “North Korea
is attacking South Korea. I have
twenty armies in North Korea.”)

4 5
Team “A” then states
a fact (cultural, geo-
graphical, etc.) about
South Korea. (e.g.
South Korea and
North Korea are di-
vided along the 38th
Parallel.
Verification of facts. Before attacking a country, contestants
must state a fact or current issue relating to the country. The
fact must not be something completely obvious, but some-
thing that has been discovered by careful research. The best
facts are about the history of that country. All facts are veri-
fied by the United Nations or the teacher, who is the secretary
general of the United Nations. One states a fact for the same
reason a country would not attack another country without
knowing something about where they are going and why.

6
This fact is verified by
the honors students
(UN) or teacher - both
of whom have instant ac-
cess to either an almanac
or the Internet.
7
If the fact proves to be correct, Team “A” can proceed with
the attack. If not, they lose their turn. Assuming the fact is
correct, Team “A” then proceeds by spinning the wheel
(see game set up). note: a wheel can be replaced by simply
putting the questions selected for that day in random order.

8
Questions: Once the fact is verified the questions begins. The contestant spins the “Wheel of
Knowledge” and waits for the category. A question is pulled out of the appropriate box by a
UN member (an Honors student, selected to monitor a certain part of the game). If the at-
tacker does not answer the question, it goes to the defender. Questions come from assigned
readings (see pre game set up). Contestants must answer two out of three questions to win.

9
The question is read by either one of the honors students or the teacher. Team “A” has 30
seconds to answer (up to teacher’s discretion). Ideally, the students would commit these
answers to memory by intensive study and practice. But, if the teacher wants, he/she can
allow students to use notes. Recommendation: Let students use their notes in the early phases
of the game, but, as competition gets more serious, have students study to memorize their
answers. If neither contestant answers the question, the teacher may allow others to raise their
hands with an answer. This way, all students have an incentive to study. Five points, or five
thousand dollars is awarded to students for the correct answer - to be immediately entered
into the checkbook. Correct answers are verified by the teacher or honors students.

7
10
The next question goes to team
“B” - the team being attacked.
The same guidelines apply here.
12
If one half of the countries (approx.
100) have peace status at any given
time, THE GAME IS OVER.
14
Classes must decide or vote on
whether to have a third question -
if the attacker or defender already
answered two questions correctly.
Two questions answered correctly
already assures victory for either side.
A third question, in this case, would
only help one side get more points/
money, but could take up valuable
game time.
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The attacking team rolls the dice after
two questions are answered correctly.
The number rolled on one die equals the
number of armies to be removed from
the country being attacked. To speed up
the game, the teacher or students may
opt to have a certain percentage of armies
removed for each correctly answered
question.
18
Discretionary Peace Award: in order to put peace on an equal footing, a $10,000 award can
similarly be given to any team that achieved peace. (e.g. $10,000 for each country with peace
achieved.)
11
Team “A” can also choose the “peace option.” If
they choose the peace option, they must answer
two out of three questions correctly. This gives
them peace or freedom from attack for one
round. If they answer three questions in a row,
they will have achieved peace for three rounds
and cannot be attacked by anyone.
13
The third question (if “A” chooses war) is a
toss up. The first team to get the correct
answer wins. “A” still spins the wheel since
they are attacking.
15
The interesting twist here is that if the
defender gets two questions correct first,
THEY then have the option to move armies
into Team “A’s” country. This makes the
game more realistic because it is possible,
after all, that a country being attacked can
turn things around and come back to win a
war.
17
Whoever owns a particular country
at the end of each phase gets the per
capita income of that country added
into their checkbook!
8
Rules of Engagement.
After placing armies, you may attack within the guidelines herein established:

A player must have at least two armies to attack another country and must leave one army
behind to defend their country.
Unless changed in the convention or by class law, there is only one attack allowed per turn.
This way, everyone gets a chance to play during the course of one class period.

Limits to Attacking: Nations can only attack adjacent countries. This can be
modified at later stages of the game to simulate advances in travel and technol-
ogy (at teacher discretion). An attack cannot be made through another person’s
country unless there is a treaty with that country or unless a fee established by
that country has been paid (teacher discretion again). Island territories must
use the “yard stick” rule, which gives them access to countries within a yard
on the large wall-sized map. If your nation borders an ocean, you may attack
another country that is within one-half yard stick’s length. The “half yard stick”
rule also applies to any mainland nation wishing to attack an island (see pre
game set-up to learn about the wall-sized map). Of course, the yard stick rule
will depend on the scale of the map that you set up in your classroom.

Chance (optional): Make one of the “slices” on the wheel into a chance section, or
bury the chance cards into the stack of game questions. Students should produce
about twenty of these per phase and have the chance card reflect something that
was going on in history at the time you are covering in class. A card might read
“famine in Africa. Everyone with a country in Africa, deduct $20,000 from your
account.” An equal number of these ought to read in a positive way. For example,
“Industrial Revolution begins and boosts British economy. If you occupy the UK,
add $50,000.” If you make it specific to a country or region, it will be more inter-
esting, and… well, educational. Also, cards should be specific to the period of his-
tory that is being studied at the time.

Fortification: At the beginning of your turn, you may

purchase armies (from the student who is in charge of
this), but only after points have been verified. You may
then go about distributing new armies and weapons
in your countries as you see fit. The cost is $10,000 per
army.

Transfers: At the end of a move, the

attacker can transfer any number
of armies from one country to an
adjacent country. The player must
leave at least one army behind.

9
Treaties: Treaties are a great way to accomplish one’s objectives, whether they are for war or
peace. Again, it all depends on what one’s philosophy is or what one’s objectives were from the
start of the game. The teacher can begin the treaty phase of the game whenever it is determined
to correspond correctly to history.

Points and money. Each player starts with a different number of points depending
on how they scored on class assignments. Every time an assignment is handed in,
the point value is converted to dollars (one point = $1,000). This encourages stu-
dents to hand in assignments prior to the beginning of the game. Players can buy
armies for $10,000 each and distribute them on any of their countries (strategies
will vary). The classes playing this game will decide between hard cash, a checking
account system or a combination of the two. Players vote on this during the Global
Challenge Convention where all students playing this game will meet. Note: all
classes playing this game need to abide by the same laws for the sake of consistency
and fairness.

Phases: This game follows four basic phases of world development and is designed to simulate
the economic and political development of the world. As students move into larger teams, they
combine accounts, countries, etc.
a. Nomadic (one person)
b. Ancient city states (two people)
c. Modern nation-states (groups of six)
d. Cold War: NATO vs. The Warsaw Pact (class is divided into two groups)

The final phase of the game takes us into the next step of world evolution.

How will this game end?

War or peace?
Is there a solution?

10
Each phase of the game has five rounds, making for 20 total rounds in the game.
If you divide up you textbook accordingly, this game can take you through an entire textbook!
(See the chart below).

GLOBAL CHALLENGE / TRACKING CHART

Questions
Chapters Asked Teams Questions
Round Phase Covered (variable) Of: Written
Pre Game Test
1 I 1,2 90 1 20
2 I 3,4 90 1 20
3 I 5,6 90 1 20
4 I 7,8 90 1 20
5 I 9,10 90 1 20
TEST
6 II 11,12 90 2 20
7 II 13,14 90 2 20
8 II 15,16 90 2 20
9 II 17,18 90 2 20
10 II 19,20 90 2 20
TEST
11 III 21,22 90 6 20
12 III 23,24 90 6 20
13 III 25,26 90 6 20
14 III 27,28 90 6 20
15 III 29,30 90 6 20
TEST
16 IV 31,32 90 12 20
17 IV 33,34 90 12 20
18 IV 35,36 90 12 20
19 IV 37,38 90 12 20
20 IV 39,40 90 12 20
FINAL TEST
Totals 4 40 1800 400

Rounds: The game is usually played out in 20 rounds, five for each phase of world development
(see above). At the end of each stage, points, money, land mass, etc., is added up and winners are
determined. For example, “the stage one winner in the number of countries conquered is…”
Since points are earned for answering questions correctly, even those seeking peace can accumulate
substantial points.
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Keeping Score: The many options for scor-
ing are to be determined at a convention or
Perhaps, a point value can be given to countries
by class meeting. Warring countries achieve
that avoid conflict, or that resolve disputes.
“points” by taking over countries and gaining
One could get points for answering questions
the “income” of that country. The income of
correctly and then more points for saving their
a country is determined by finding a reliable
people, or those that they would have attacked.
source to determine the current per capita
After all, these are people that can then con-
income of a nation. Because we are playing in
tinue earning wages and contributing to their
the age of instant information and the Inter-
economy. Part of the learning experience is to
net, the PCI of a country could change during
have both teacher and student engage in mak-
the course of the game. Students will want to
ing alterations to the rules to match what has
monitor this. Also, don’t forget that anytime a
happened in history.
question is answered correctly, the student gets
five points or $5,000.

Class time: There will be as many rounds as there is time for in one period. This also depends on
the stage of the game the class is in at the time. During the early stages of the game, when only one
person attacks at a time, there will only be time for one round of play, or one turn (depending on
the length of the class period). So it is very important for the player to know EXACTLY what he/
she wants to do with that turn. Students will need to have their facts gathered and have a precise
strategy. After all, a student wouldn’t want to be responsible for slowing down the world’s progress.
Would they?

Naturally, as the groups become larger, there At the end of each round a
will be time for more rounds. This means designated member of the
each group should have plans put together for United Nations will tally
several turns. scores.

Attitude: Attitude should figure into the grading system. If someone’s

country is conquered, the student may want to express some negative Remember that “a
words to his/her opponent or the teacher. They should be coached rising tide lifts all
ahead to learn a different approach. Perhaps, they can turn this anger ships.” In other words,
into something positive. For example, they could go home and work a good, healthy,
out a means of restoring their self respect (in a constructive way by professional attitude
answering game questions correctly). can raise the classroom
standard for all.

Standards of behavior: set a level playing field and establish high standards of conduct from the
start. Watch as people rise to this new standard of behavior. Thinking about this before the game
begins, and establishing the right tone could be the most important thing you do all semester

12
Weapons and equipment: The weapons and equipment will advance as the game goes on –
much the same way as it has occurred through history. Initially, there will be only armies.
As the game progresses, we will reach the chemical and then the nuclear stage. Other stages can
be figured in according to the opinions of the United Nations, member nations and teacher.

Costs are as follows:

Armies
$10,000
Chemical weapons
$100,000
Nuclear weapons
$500,000

Students should debate the values and impact of these weapons. Should they wipe out 25 percent,
50 percent or 100 percent of the population? Should they be allowed to be used at all? Each roll of
the dice could be multiplied by, say, two or three to represent the power of a chemical or nuclear
weapon.
A good guideline to use is this:
• Chemical: m
 ultiply the dice roll by two, then take off the
corresponding number of armies.
• Nuclear: multiply the dice roll by five.

13
Pre-Game Preparation:
The project starts with the random distribution of United Nations countries. From there, students
begin their research to find population, capital, per capita income, gross domestic product, historical
and cultural facts, etc. This is the basis for all game strategy. Students quickly learn about geography,
economics and the politics of world power before the game even starts.
Just like the ever-changing world we live in, classroom dynamics change weekly as the class simulates
the migratory and social patterns of history. Students start alone, but quickly form alliances. Nations
emerge, and towards the end of the semester, we have all the conditions of the cold war.

Map Activity: One of the first things you should do is have students create a classroom wall-sized
map. In fact, it should take up an entire wall. This is a huge learning opportunity unto itself as
students begin to find places like Vanuatu, Kiribati and Djibouti. All you need to do is take any
Rand McNally world map, place it on an opaque projector and begin tracing onto neatly placed
pieces of butcher paper. Equal sized groups in
each of your classes can be made responsible for
certain sections of the map.

Game Cards:
It is the student’s
1. Per Capita Inco
responsibility to find out me
the following for each 2. Po pulation
country:
3. Gross Domestic
Product
This information should be 4. Cultural Fact
placed on the back of a
4 x 6 card. 5. Flag
(sho uld be pasted
or colore d on one si de of th
e card).

Dividing the World. Each student is given an equal number of countries from the start. Countries are
distributed randomly so that no one continent is dominated by any one player. This is done by putting
all the countries in a giant stack and distributing them like in a card game. This is designed to simulate
the development of the geopolitical world.
Studying to Answer Game Questions. Students will have only 30 seconds to answer regular questions.
No help is allowed, and those blurting out an answer will be penalized. These time allotments are based
on the student’s ability to retrieve information from their notebooks. Their notes and questions should
correspond to the information studied in class. Of course, the more they study, the less time they will
need to answer these questions.

Note: When a participant cannot answer a game question, it should go to the

next hand up (or clockwise from the team or person that last answered a game
question. Teacher discretion or class discussion on this is recommended).
This will provide even more incentive for students to study and prepare.

14
Producing Game Questions: Each student is required to produce 20 questions a week, based on the
class assignments. United Nations members will be required to review these, make adjustments, then
turn them into official game questions. Every new unit the teacher introduces results in the making of
new questions. At the end of the unit, the teacher may devise a test or quiz over the material covered by
game questions. This way, if a student does poorly during the game, he/ she can compensate by scoring
high on quizzes and tests. Students should write out and answer their own questions as they read each
chapter. They will need to break this down as follows: (these categories correspond to the categories on
the wheel).

History 5
Geography 4
Vocabulary 4
People 4
Trivia 1
Current Event 1
Other class (questions from another core class) 1

In other words, they will need to write out as many questions as are specified above. These questions
can be turned in to the Honors students for quick review, then over to the teacher.
Points will be awarded if the questions are correct and usable. These should be handed in each week,
and turned into usable cash upon being graded.

Teams: In the second stage of play, students will enter into small groups. They will need to begin
developing a flag, a team name, etc., based on a group from history that appeals to them. As the
class plays through the stages, this could change accordingly.
Geography: Students should have a world map to use as a reference. This will allow them to make
plans when they are not in the classroom and able to look at the wall map. When students are
called upon during the game, they will need to know where their armies are, and where they are
going.
Strategy: While looking at the map, students need to develop a strategy. Will they support peace,
settle conflicts, and avoid battle, or… will they pursue a goal of taking over the world? Who will
they make treaties with and under what circumstances? Will they have a team uniform or other
method of making a statement?
Students will be able to make their strategy more specific after they receive their country cards.

Creative Lesson Planning: Teachers should consider the idea of doing a

unit plan on negotiating and deal making or an intensive study of power
and psychology. Teach the students effective tools they can use to make
friends and build coalitions.

15
Strategy and philosophy: Before the game begins, students should write out their strategies, plans and
goals and keep these in the front of their Global Challenge notebook. This will serve the student as a
philosophy or guide to what they do each day. Because this is intended as an educational experience, it
is recommended that they form a strategy based on their studies of the great leaders and movements in
history.
Game Pieces (optional): Students need to decide on which game piece they will use (on the wall map)
to represent their armies and people. To get ideas, they can look through the history book for symbols,
flags, etc. in order to find something that will represent their team.
Organization and record keeping: The teacher and class(es) will need to decide on how game pieces
will be displayed and removed each day. In addition, systems will need to be created to track points,
armies, weapons and transfer of armies on the map. The better organized the students are, the easier it
will be to figure out who is winning or losing, or what their grade is. Accuracy in records and honesty
are vital to a well-played game.

Changing the Rules: Students should write down any changes they would like to
see, or any questions that they have regarding the rules. Their concerns should be
brought up during class discussion. If there is a consistent problem, the class can
vote on making changes.

Current Events: Students will need to put together a file on current events according to major regions of
the world. Many game questions come from this category.
Reading Assignments: In order to perform well in the game, students need to read and write questions
for all assigned chapters. Well written questions make for a better game. Since students will have time
to answer questions (30 seconds), they will need construct a file in their notebooks of their notes from
these chapters.

Notebooks: Student notebooks (or computer

files) should include the following things.

3 personal records,
such as po ints, money,
armies, etc.
3 strategies
3 philosophy
3 notes
3 homework, tests an d
quizzes
3 facts on all countries
3 treaties, agreements.
3 maps

16
Research: Students need to find the following things before the game can begin:

3 T
 he per-capita income and gross domestic product of all nations.
The reason will become obvious during the game.
3 H
 istorical data on all countries - put in alphabetical order.
3 A
 s much information as possible about population, land mass per
country, distances, travel routes, etc.

The Global Challenge notebook should only have items pertaining to the playing of this game.

Notebook Cover (recommended): Students can demonstrate their creativity by designing a cover for
their notebooks. It should include name, period number, logo, symbol, etc.
The Multiple Intelligences: When the class divides into groups, each group might consider having an
expert in each of the multiple intelligences (or as many as possible). Students should take some sort of
self-assessment on M.I. before the game begins. This way, they can gravitate to their areas of strength.
The First Five Rounds: In the first five rounds, students will be playing as “nomads” - by themselves.
How they do in these first five rounds is very significant to establishing their image as a student and
player in the game. The teacher can use information from this stage of the game to determine which
groups they are placed in as the game moves on.
Taking Notes: Anyone wishing to do well will want to take notes on questions and answers during the
game. With teacher discretion, students could use these to do well on quizzes and tests. Also, notes are
handed in at the end of each round for twenty points or $20,000.
The Wheel: If you decide to use a wheel in place of a stack of game questions, be sure to have the wedg-
es represent the categories by order of importance. If this is a history class, then historical questions
should be the largest wedge on the wheel.
Role of the Teacher: The teacher is the Secretary General
of the United Nations. Even though this game was designed
to be student operated, the teacher can and will intervene to
make important changes. This is a rule that cannot be changed.

17
Arts integration and Global Challenge:

A simple
question should How did we get to where we are today?
begin Global
Challenge:
The game is played, essentially, to figure out the answer. Along the way,
students can make posters, come up with team logos, anthems and even
chants. The game should encourage discussions whenever needed.

E  s we know already, the game takes us on a tour through four

A
phases of history. Students could work in teams to find music
that represents the time period for each phase.
For example, for stage three (nation-states) a group might select Shastakovich, Symphony Number
Seven. The symphony was composed during the siege on Leningrad during World War Two. Various
instruments were used by the composer to symbolize different aspects or forces during the war. The
French Horns, for example, were used to represent the Russian Red Army. The music, when played at
key moments during the game, can provoke strong feelings. If one attaches information to these
moments, one can remember more. For more on this phenomenon, you may want to research memory
by association.

Learning Differences
Global Challenge recognizes that students learn differently and that there are different ways to show one’s
intelligence. Howard Gardner’s multiple intelligence theory changes the traditional way of looking at
intelligence. Instead of creating class differences based on scores on the SAT or IQ tests, Gardner and the
theories behind Global Challenge recognize that we are all differently intelligent.
Below is a listing of the different intelligences followed by a corresponding role in Global Challenge.
Students should be tested to see which of the areas of intelligence they score the highest in. Each student
should decide if the skill sets match their area of intelligence. Then, they will be on their way to learning
through the perspective that they are most gifted at. The best teams are often diverse and have respon-
sible experts in each of the many areas.
(The descriptions below are paraphrased or excerpted directly from Howard Gardner’s work)

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Verbal-Linguistic: (treaty writer, historian, negotiator) This intelligence deals with words
and language, both written and spoken. This type of learner will be debating strategies with
other players, negotiating with adversaries, writing up treaties and keeping written records of
events as they happen. In effect, they will be writing their own history.

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2
Logical-Mathematical: (strategist, tactician, accountant, banker) Sometimes called scientific
thinking, this intelligence involves deductive thinking, reasoning, numbers and the recogni-
tion of abstract patterns. Students who learn in this way might deduce from the per-capita
income (PCI) of each nation the best strategy to take toward building a stockpile of money,
weapons and points. Their research and strategies must be based on sound logic. This type of
person might also be the one to balance their team’s records of points, armies, weapons, etc.
United Nations members must use these same skills to verify these records. Also, seeing his-
torical patterns and tracing cultures chronologically, could require intelligence in this area.

3
Visual-Spatial: (artist, strategist, etc.)
People with this type of intelligence
have a good sense of sight and are able
to create internal mental images and
pictures. This type of learner could be the map expert.

To play this game, there must first be a
map. A large map is traced onto one of
the classroom walls, which is covered in
butcher paper. Everything on the map
is labeled and colored in detail.
E The visual/ spatial person in each group
should probably create a banner, flag or logo
for their team. They could also be in charge of
creating playing cards - displaying the flag of
the nation in the front, with vital statistics of
that nation on the backside.
E Also, the map can be laminated so that game
pieces may be used on it. The visual/ spatial
person could use their abilities to look on the
map and help their group see patterns of
conquest and development.

4
Bodily-Kinesthetic: (any role involving hands-on activity)
A person with Bodily-Kinesthetic intelligence has a good sense of physical movement.
They probably have a well-developed motor cortex, which controls bodily motion.
During the early stages of the game, a model U.N. is assembled where students represent
their countries and work together to adopt rules and discuss issues. At some point during
the convention, students with this type of intelligence might stage a crisis by coming onto
the stage and portraying a character (usually a president, dictator or terrorist). Groups
could meet to recommend ways to resolve the crises. This is just one of many possible
ways to use this intelligence.

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5
Musical-Rhythmic:
Musical- Rhythmic intelligence
involves the recognition of tonal
patterns, including various envi-
ronmental sounds, and sensitivity
to rhythm and beats.
Students with this type of intelligence could learn
about various periods of history and culture by
analyzing the music of that time. The information
can then be converted into game questions, if ac-
cepted by the U.N. Students with this aptitude might
also put together music from different time periods
and cultures. This sound track of sorts can then
be played during preparation time or at key points
during the game. The musical person in the group
could also develop a theme song for the team.

6
Interpersonal: (negotiator, treaty writer)
This intelligence operates primarily through person-to-person relationships and communi-
cation. It relies on all the other intelligences. Students playing Global Challenge must rely on
each other for information. There is really no way to win at this game without some form of
interaction and communication. It is the same as the “real world.” The student with this form
of intelligence will play an important role by coordinating communication within the team
and with other teams.

7
Intrapersonal: (strategist, researcher)
Those who have this type of intelligence
are aware of or understand inner states of
being, self-reflection, meta-cognition and
spiritual realities.
This type of student is the philosophy, the
conscience, and the guiding force of this
game. They might have read about great
generals, presidents, peacemakers and revo-
lutionaries and recognized some quality
they have in themselves. The intrapersonal
student could provide guidance to their
team, because they have thought deeply
about these things ahead of time.

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Summary
Global Challenge is designed for the student to synthesize and apply knowledge across the curriculum.
Not only will students learn history, they will simulate it by tracing the patterns of history.
Another thing we see in Global Challenge is a change in the traditional classroom hierarchy. Everyone
starts out with the same opportunity to accumulate wealth (by handing in homework and answering
questions correctly). But through great interpersonal skills and “street smarts” students can forge effec-
tive alliances and do well in this manor. There are many opportunities or ways in which to succeed, and
this could turn the grading scale upside down.
Also, in the traditional class, some get left behind, off in a corner or behind a desk in the back of the
room. The idea with Global Challenge, like other forms of “project based learning” is that no one gets left
behind. Projects like this one can serve as a metaphor for the kind of connectedness we hope to achieve
in society.
If we give students the right paradigm in which to operate and the impetus to get out of their seats and
participate, we can give them the tools to be active participants in democracy and life. Along the way,
let’s not forget to have some fun.

Global Challenge Online Resources:

http://www.sacramentopress.com/headline/12393/Games_May_be_the_Key_for_Teachers
http://theglobalchallengeproject.blogspot.com/
http://visualcv.com/lchazen
http://twitter.com/rightbrainworld
http://www.facebook.com/pages/Global-Challenge/158657334155389
https://www.cia.gov/library/publications/the-world-factbook/
http://gamification.org/wiki/Gamification_of_Education
http://rightbrainworld.blogspot.com/
http://rightbrainworld.blogspot.com/search/label/Global%20Challenge

For more information on purchasing related materials, please visit:

http://www.teacherspayteachers.com/Store/Lee-Chazen
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Workshop Information
A quick search on Google or Twitter of the terms “gamify” and “game-based learning” will show you
that this topic is getting a lot of attention right now. Schools and organizations are turning their
attention to the power of games and projects and how they motivate people to learn and perform. In
the business world, many companies have turned to game or point-based systems in order to motivate
employees and customers. Long before terms like “gamification,” presenter Lee Chazen began by taking
a simple game – then adding layer upon layer of content and ideas in order to teach his world history
classes. Continuing in this manner, year after year, he eventually put his entire curriculum into a game
format and called it Global Challenge. The game grew in popularity over the years, was featured on local
news, eventually became a community access TV show and is now used by teachers across the country.
This workshop will show you the importance of games and projects, why they work so well and how
you can set up Global Challenge (or a game like it) in your classes.

For workshop information, please visit

https://secure.aplusworkshops.com/.
If a workshop is not available in your area,
contact the presenter directly at:
lchazen@gmail.com.

Graphic design by Cheryl Zachariason (cherylz03@yahoo.com)

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