2. Begin the activity by reviewing the concept of inflation and explaining the game's purpose using the Introduction and Overview. 3. The teacher performs the role of host, announcer and applause meter. 4. Select 12 students to be contestants and hand out role cards. Ask each student to study the role he or she is asked to play. The students may improvise as long as they communicate the basic mes- sage, The "contestants" will be called individually to "perform" their role in front of the audience. They will each have approximately 60 seconds to perform. 408 Advanced Placement Economics Teacher Resource Manual o National Council on Economic Education, New York, N.Y
Answen i-"' ,,,,;:';l ','.-;'t :l l:;il ^::,,i 'ji;,;i'"; "'i i k;; 5' The remainder of the class participates as the audience. Hand each student an audience scorecard. (Audience scorecards are in Part A of the student book.) They are to complete the scorecard as each contestant performs. Tell the students to assume the inflation rate is 5 percent. Note that this is key to r understanding the gain or hurt perspective of some contestants. 6. Begin the game. Call the contestants to the stage to perform one at a time. Allow approximately 60 seconds for each. Make sure the students in the audience have sufficient time between contest- ants to mark their scorecards. 7. At the end of all the contestants'performances, present a brief reminder of the purpose of the game and recap each of the 12 contestants by asking questions such as "Who has been most hurt by inflation?" "Who will be crowned'Royalty for a Day?'Will it be Priscilla the homeowner or Mr. Mayor or Peter the storeowner? Or possibly it will be Theresa the union member at the auto I factory or |erry the real-estate speculator?" Then ask the students in the audience to review their tl scorecards individually and select the candidate they feel is most hurt by inflation. , 8. Then read each contestant's name. Ask the students in the audience to rate each contestant with applause. The audience must applaud each contestant, but the louder the clapping, the greater the rating. Suggestion for increased frivolity: Act as a human applause meter by placing your hands together abote your head. Start in a sideways bent position (9:00) and gradually point straight up as applause increases (12:00). For truly thunderous applause, continue bending to the 3:00 position. 9. The contestant with the greatest rating (loudest clapping) is crowned, robed and proclaimed "Royalty for a Day." 10. Conduct Part B. Do not get hung up on the exact position of each person. Instead, emphasize the reasoning behind why the students position the people as they do. [ 1. Conduct a post-game discussion: (A) Using a blank audience scorecard on an overhead projector or on the board, have the students volunteer their answers about how inflation affected each contestant.
You've reached the end of your free preview.
Want to read all 31 pages?