![]() ![]() Note that it is necessary for Round #6 to be a disappointment. (In contrast, the peanut vendor will simply oversee a complete sellout each round.)ģ. But, in a private moment at the outset of the game, specifically instruct this chocolate vendor that you want him or her to carry over only small portion of their inventory from one trading round to the next. It enhances the game if this student can comfortably play a haggler's role to maximize their cash intake as they engage their market. It may be useful to handpick your COLOR currency (chocolate) "shopkeeper" because, from Round #3, he or she will be actively setting the prices that apply to shop purchases. And because there is increasingly more variety available in the chocolate economy, it makes sense for the teams to save some currency for the following round in case more attractive products come onto the market through the chocolate vending shop.Ģ. In contrast, the steady supply of goods and restricted availability of colored currency keep prices in check. This is evidence of the white currency's decreasing buying power. (You can enhance this even further by selecting triplet peanuts for the early rounds, and then gradually change to inferior nuts as the game proceeds.) In contrast, the productive "chocolate" economy has a restricted money supply and the goods actually improve a bit (from plain to variety) as the game proceeds.Īs the game proceeds and the low productivity of the white currency economy becomes evident in the chronic shortage of peanuts available there, the statistics in the "Open Market" table will show that chocolate holders start to demand ever increasing amounts of white currency in payment for their goods. Be sure that the contents of the currency/goods packets remain secret until they are opened in the classroom because, by looking at the currency/goods content of the packets, it is evident that the "peanut" economy is both unproductive and wildly inflationary. General Instructions/Suggestions to Instructor Overseeing this Activity:Īlthough the student handout sheet that you prepare for this activity generally explains how it proceeds, there are a few behind-the-scene factors that the instructional overseer should know.ġ. Packet Contents (Microsoft Word 2007 (.docx) 15kB Oct10 13) Whiteboard Tables #1 and #2 (Microsoft Word 2007 (.docx) 15kB Oct10 13) Game play instruction sheet (Microsoft Word 24kB Oct10 13) Table #2 Note: The "Open Market" table records exchanges that happen on on the game floor where peanuts can be purchased with color currency and chocolates for white currency at prices negotiated on the spot between the teams. In contrast, the peanut economy is far less productive while the availability of their currency expands dramatically. As the game progresses, these figures make it clear that the chocolate economy is productive and its money supply is held in check. Table #1 Note: As the Goods/Currency packets are opened during the game, the contents should be recorded by the shopkeepers into this table. Whiteboard Tables #1 and #2 – See examples in attachment. The goods consist of in-shell peanuts and small chocolates (something like Hershey's mixed variety minibars Plain, Mr. The currency component is squares of scrap paper (rescued from recycle bin?) in two distinctive colors white and whatever else comes to hand. A small paper packet containing currency and goods in the proportions described in the attachment charts for 6 or 8 teams must be prepackaged and ready to distribute. Goods/Currency Packet Assembly – See "Packet Contents" attachment. ![]() ![]() Note that the bottom of the page should be folded up to meet the dotted line and then stapled in 2 or 3 places so that the "Special Rules" are not available to any teams until the instructor indicates otherwise. This should be duplicated so that each of the 6 or 8 teams can have its own copy at the start of game. Game Play Instruction Sheet - See example in attachment. As above, these teams are evenly divided between the two economies, and two students are appointed shopkeepers. For larger groups, perhaps up to 34 students in total, 8 teams made up of 4 students each can be established. Another pair of students need to be appointed "shopkeepers" who will open the packets and distribute the currencies in equal portion to their teams. Student Group Size Notes - The minimum group recommended for this activity is 14 divided into 6 teams of paired students 3 teams in the white (peanut) economy and 3 teams in the color (chocolate) economy. Set-up Prior to Starting Classroom Activity: ![]()
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